In this case study, we investigated the effectiveness of growth mindset and social belonging interventions in a college setting with large numbers of traditionally underrepresented groups (n = 1,091). In doing so, we highlight the characteristics of the students in our study that are important for determining whether we should expect such interventions to be effective for diverse higher education populations. Correlational analyses revealed no evidence that growth mindset or social belonging were barriers to academic success among targeted subgroups in our sample. Additionally, we found no evidence that underrepresented minority, first-generation, or low-income students substantially endorsed fixed mindset or belonging uncertainty measures at baseline. We discuss benefits of testing basic assumptions for interpreting null results, including choosing the most appropriate interventions, accurately identifying subgroups who face psychological barriers to academic success, and establishing “redundancy thresholds” at which messages do not need to be reinforced by interventions.

在本案例研究中，我们调查了在大学环境中拥有大量传统上代表性不足的群体（n = 1,091）的成长心态和社会归属干预的有效性。在这样做的过程中，我们强调了研究中学生的特征，这些特征对于确定我们是否应该期望这种干预对多样化的高等教育人群有效是很重要的。相关分析表明，没有证据表明成长心态或社会归属感是我们样本中目标群体中取得学术成功的障碍。此外，我们发现没有证据表明代表性不足的少数民族，第一代或低收入学生在基线时基本认可固定的心态或所属的不确定性度量。我们讨论测试基本假设对解释无效结果的好处，