Broda et al., 2018: Learning about the malleability of intelligence increased academic performance among low-performing Latinx college students
Extending Yeager, Walton et al. (2016 Experiment 2), a randomized social-belonging intervention was delivered to 7,686 incoming college students through an online module in the summer before entering Michigan State University (92% of the incoming class). Analyses excluded international students. There was no effect on first-year GPA, credits attempted or completed, or full-time enrollment overall or for any subgroup. The design also included a growth-mindset treatment, modeled on Yeager, Walton et al. (2016 Experiment 2). Latino/a students who received the growth-mindset intervention earned higher first-year GPAs than Latino/a students in the control condition (3.05 vs. 2.69), reducing the achievement gap with White students by 72%. The gains were greatest for Latino/a students with lower high school GPAs and test scores. There was no significant effect of either treatment for African American or White students, and no effect of either on credits attempted or completed or full-time enrollment for any group.