The Effects of Growth Mindset on College Persistence and Completion. EdWorkingPaper No. 22-516
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| Title: | The Effects of Growth Mindset on College Persistence and Completion. EdWorkingPaper No. 22-516 |
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| Language: | English |
| Authors: | Soobin Kim, John Yun, Barbara Schneider, Michael Broda, Christopher Klager, I-Chien Chen, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2022. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 41 |
| Publication Date: | 2022 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Persistence, Longitudinal Studies, Grade Point Average, College Freshmen, Outcomes of Education, Majors (Students), State Universities, Comparative Analysis, Hispanic American Students, Decision Making, College Credits, Grants, Eligibility, Student Financial Aid, Student Characteristics, Academic Achievement, Intervention, College Graduates, Program Effectiveness, African American Students, First Generation College Students |
| Geographic Terms: | Michigan |
| Abstract: | We study the long-term effects of a psychological intervention on longitudinal academic outcomes and degree completion of college students. All freshmen at a large public university were randomized to an online growth mindset, belonging, or control group. We tracked students' academic outcomes including GPA, number of credits attempted and earned, major choices, and degree completion. We found no evidence of longitudinal academic treatment effects in the full sample. However, the mindset treatment improved term GPAs for Latinx students and the probability for Pell-eligible and Latinx students to major in selective majors. We also found no evidence of increased rates of on-time graduation, however, the treatment raised the probability to graduate with selective majors in four years, especially for Latinx students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED671985 |
| Database: | ERIC |
| Abstract: | We study the long-term effects of a psychological intervention on longitudinal academic outcomes and degree completion of college students. All freshmen at a large public university were randomized to an online growth mindset, belonging, or control group. We tracked students' academic outcomes including GPA, number of credits attempted and earned, major choices, and degree completion. We found no evidence of longitudinal academic treatment effects in the full sample. However, the mindset treatment improved term GPAs for Latinx students and the probability for Pell-eligible and Latinx students to major in selective majors. We also found no evidence of increased rates of on-time graduation, however, the treatment raised the probability to graduate with selective majors in four years, especially for Latinx students. |
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