David Paunesku

TL;DR: Brief growth-mind-set and sense-of-purpose interventions through online modules were intended to help students persist when they experienced academic difficulty and were predicted to be most beneficial for poorly performing students.

TL;DR: A US national experiment showed that a short, online, self-administered growth mindset intervention can increase adolescents’ grades and advanced course-taking, and identified the types of school that were poised to benefit the most.

TL;DR: This study is the first, to the authors' knowledge, to show that a growth mindset reliably predicts achievement across a national sample of students, including virtually all of the schools and socioeconomic strata in Chile, and extends prior research to find that family income is a strong predictor of achievement.

TL;DR: Across three experiments, lay theory interventions delivered to over 90% of students increased full-time enrollment rates, improved grade point averages, and reduced the overrepresentation of socially disadvantaged students among the bottom 20% of class rank.

TL;DR: This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks and found that those with more of a purpose for learning persisted longer on a boring task rather than giving in to a tempting alternative and were less likely to drop out of college.