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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
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
FullText Text:
  Availability: 0
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  Data: The Effects of Growth Mindset on College Persistence and Completion. EdWorkingPaper No. 22-516
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  Data: <searchLink fieldCode="AR" term="%22Soobin+Kim%22">Soobin Kim</searchLink><br /><searchLink fieldCode="AR" term="%22John+Yun%22">John Yun</searchLink><br /><searchLink fieldCode="AR" term="%22Barbara+Schneider%22">Barbara Schneider</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+Broda%22">Michael Broda</searchLink><br /><searchLink fieldCode="AR" term="%22Christopher+Klager%22">Christopher Klager</searchLink><br /><searchLink fieldCode="AR" term="%22I-Chien+Chen%22">I-Chien Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: 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/
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  Data: 41
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  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
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  Data: 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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  Data: 2025
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  Data: ED671985
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      – Text: English
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      Pagination:
        PageCount: 41
    Subjects:
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: State Universities
        Type: general
      – SubjectFull: Comparative Analysis
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: Decision Making
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      – SubjectFull: College Credits
        Type: general
      – SubjectFull: Grants
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      – SubjectFull: Eligibility
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      – SubjectFull: Student Financial Aid
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      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: College Graduates
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: First Generation College Students
        Type: general
      – SubjectFull: Michigan
        Type: general
    Titles:
      – TitleFull: The Effects of Growth Mindset on College Persistence and Completion. EdWorkingPaper No. 22-516
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