Reducing Inequality in Academic Success for Incoming College Students: A Randomized Trial of Growth Mindset and Belonging Interventions
Reducing Inequality in Academic Success for Incoming College Students: A Randomized Trial of Growth Mindset and Belonging Interventions
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DOI：
10.1080/19345747.2018.1429037
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发表时间：
2018-01-01
影响因子：
1.8
通讯作者：
Diemer, Matthew
中科院分区：
文献类型：
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作者：
Broda, Michael;Yun, John;Diemer, Matthew
轻触式社会心理干预因其在改善弱势学生和/或弱势学生在高等教育中的学业成绩方面的潜力而获得了相当大的关注。虽然先前的干预结果在小样本中证明了对种族和少数民族以及第一代学生的积极影响，但很少有干预措施在更多样化的学生群体中进行大规模实施。为了解决这一研究差距，中西部一所大型公立大学的7686名学生（占大一新生的90%以上）被随机分配到在线成长心态干预组、社会归属感干预组或对照组。结果表明，在秋季学期后，成长型思维干预显著提高了拉丁裔/a学生的平均绩点约。40分。这意味着白人和拉丁裔学生之间的GPA差距缩小了72%。此外，这种效应在春季学期GPA和累积GPA中都得到了复制。这些发现表明，轻触式干预可能是一种微创方法，可以改善代表性不足的学生的学业成绩。我们的研究结果还强调了在异质背景下实施定制归属感干预的复杂性。
Light-touch social psychological interventions have gained considerable attention for their potential to improve academic outcomes for underrepresented and/or disadvantaged students in postsecondary education. While findings from previous interventions have demonstrated positive effects for racial and ethnic minority and first-generation students in small samples, few interventions have been implemented at a larger scale with more heterogeneous student populations. To address this research gap, 7,686 students, representing more than 90% of incoming first-year students at a large Midwestern public university, were randomly assigned to an online growth mindset intervention, social belonging intervention, or a comparison group. Results suggest that after the fall semester, the growth mindset intervention significantly improved grade point averages for Latino/a students by about .40 points. This represents a 72% reduction in the GPA gap between White and Latino/a students. Further, this effect was replicated for both spring semester GPA and cumulative GPA. These findings indicate that light-touch interventions may be a minimally invasive approach to improving academic outcomes for underrepresented students. Our findings also highlight the complexity of implementing customized belonging interventions in heterogeneous contexts.