All Publications

  • Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School JOURNAL OF EDUCATIONAL PSYCHOLOGY Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Y., O'Brien, J., Flint, K., Roberts, A., Trott, J., Greene, D., Walton, G. M., Dweck, C. S. 2016; 108 (3): 374-391


    There are many promising psychological interventions on the horizon, but there is no clear methodology for preparing them to be scaled up. Drawing on design thinking, the present research formalizes a methodology for redesigning and tailoring initial interventions. We test the methodology using the case of fixed versus growth mindsets during the transition to high school. Qualitative inquiry and rapid, iterative, randomized "A/B" experiments were conducted with ~3,000 participants to inform intervention revisions for this population. Next, two experimental evaluations showed that the revised growth mindset intervention was an improvement over previous versions in terms of short-term proxy outcomes (Study 1, N=7,501), and it improved 9th grade core-course GPA and reduced D/F GPAs for lower achieving students when delivered via the Internet under routine conditions with ~95% of students at 10 schools (Study 2, N=3,676). Although the intervention could still be improved even further, the current research provides a model for how to improve and scale interventions that begin to address pressing educational problems. It also provides insight into how to teach a growth mindset more effectively.

    View details for DOI 10.1037/edu0000098

    View details for Web of Science ID 000373687300007

    View details for PubMedCentralID PMC4981081

  • Bifocal Modeling: Mixing Real and Virtual Labs for Advanced Science Learning 11th International Conference on Interaction Design and Children (IDC) Blikstein, P., Fuhrmann, T., Greene, D., Salehi, S. ASSOC COMPUTING MACHINERY. 2012: 296–299