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Abstract：
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.
摘要：
有许多有希望的心理干预措施即将出现，但是没有明确的方法来准备扩大规模。借鉴设计思维，本研究正式化了重新设计和定制初始干预措施的方法。在向高中过渡期间，我们使用固定思维与增长思维的情况来测试该方法。定性调查和快速，迭代，对约3,000名参与者进行了随机“A/B”实验，以告知该人群的干预修订。接下来,两项实验性评估表明，修订后的成长心态干预措施在短期代理结果方面比以前的版本有所改善(研究1，N=7,501)，它提高了9年级核心课程的GPA，并降低了D/FGPA，以在常规条件下通过互联网提供的成绩较低的学生，其中10所学校的学生约95％（研究2，N=3,676）。尽管干预措施仍可以进一步改善，当前的研究为如何改进和扩大干预措施提供了一个模型，开始解决紧迫的教育问题。它还提供了如何更有效地教授成长心态的见解。
