Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School.
Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School.
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DOI：
10.1037/edu0000098
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发表时间：
2016-04
影响因子：
4.9
通讯作者：
Dweck CS
中科院分区：
文献类型：
--
作者：
Yeager DS;Romero C;Paunesku D;Hulleman CS;Schneider B;Hinojosa C;Lee HY;O'Brien J;Flint K;Roberts A;Trott J;Greene D;Walton GM;Dweck CS
有许多有希望的心理干预措施即将出现，但没有明确的方法来准备它们扩大规模。利用设计思维，本研究形式化了一种重新设计和剪裁初始干预措施的方法。我们使用在过渡到高中的固定与成长心态的案例来测试方法。对约3000名参与者进行定性调查和快速、迭代、随机的“A/B”实验，为该人群的干预修订提供信息。接下来，两项实验评估表明，就短期代理结果而言，修订后的成长心态干预比以前的版本有所改善（研究1，N= 7501），并且在常规条件下通过互联网提供的10所学校约95%的学生中，它提高了9年级核心课程的GPA，降低了成绩较差的学生的D/F GPA（研究2，N= 3676）。尽管干预措施还可以进一步改进，但目前的研究为如何改进和扩大干预措施的规模提供了一个模型，这些干预措施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型思维的见解。
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.