Participating schools were asked to select a study coordinator
who would recruit teachers to participate and follow-up
with teachers if classrooms lagged. The
coordinator asked teachers to create accounts on the
study Web site (http://www.perts.net) and to schedule
two 45-min sessions about 2 weeks apart (mean = 13
days). Both sessions were administered in the school
computer lab during the spring semester, between
January and May 2012. In an online registration process,
teachers agreed to describe the activities to students as a
part of an ongoing Stanford University study about why
and how students learn. After signing into the study Web
site, each student was individually randomly assigned to
a control condition or to one of three intervention conditions:
growth-mind-set intervention, sense-of-purpose
intervention, or the two interventions combined. For all
groups, the growth-mind-set intervention (or related control
materials) was delivered in Session 1; the sense-ofpurpose
intervention (or related control materials) was
delivered in Session 2. Students from all four conditions
thus took part in both sessions.