Extended Data Fig. 2: The growth mindset intervention effect in a given school is almost always positive, although there is significant heterogeneity across schools.
From: A national experiment reveals where a growth mindset improves achievement
a, b, Mindset treatment effects on for core course GPAs (a) and mathematics/science GPAs (b). Estimates were generated using the pre-registered linear mixed-effects model (see Supplementary Information section 7, RQ3). Note that the treatment effect at any individual school is likely to have a very wide confidence interval even when there is a true positive effect, owing to small sample sizes for each school on its own. Therefore, as with any multi-site trial, effects of individual schools are not expected to be significantly different from zero even though the average treatment effect is significantly different from zero. The plotted treatment effects were estimated in an unconditional model with no cross-level interactions (that is, without consideration of the potential moderators) and so the points are shrunken towards the sample mean. Thus, these plotted estimates do not correspond to the estimated CATEs reported in the paper or in Extended Data Table 3.
