Table 1.

Examples of studies that assess contextual moderators of wise interventions.

Intervention	Description	Evidence of Contextual Heterogeneity
Growth mindset intervention	The intervention teaches students the "growth mindset": the belief that intelligence and academic ability can be grown with well-invested effort. The intervention is theorized to promote adaptive approaches to learning and positive learning outcomes.	The intervention had effects on 9th grade students’ math grades when their teacher reported more of a growth mindset (Yeager et al., 2021). The intervention had stronger effects on at-risk (i.e., low performing) 9th grade students’ grade point averages (GPAs) when the school’s peer norms supported challenge seeking (Yeager et al., 2019).
Social belonging intervention	The intervention teaches students who are transitioning to a new academic context the belief that concerns about fitting in are common, normal, and tend to dissipate with time. The intervention is theorized to reduce uncertainty about belonging (e.g., the thought that "people like me don't belong here") and promote better adjustment and academic outcomes.	The intervention had stronger effects on first-year college students' gains in full-time first-year completion rates in schools where students from the same demographic group (who did not receive the intervention) tended to experience greater belonging by the end of the first year (Walton et al., 2021).
Purpose intervention	The self-transcendent purpose for learning ("purpose") intervention promotes the belief in students that they can use their education to not only advance their personal goals, but also to impact something beyond themselves (e.g., family, community, society). The intervention is theorized to increase students' engagement with school and diligence in learning tasks by connecting learning with important personal and social goals.	The intervention had stronger effects on academically at-risk (i.e., non-native-English speaking) middle-school students' performance on a writing assignment when their teacher described the assignment as an opportunity to work toward purposeful future goals (Reeves et al., 2020).