Broda et al., 2018: Learning about the malleability of intelligence increased first-year GPAs among freshmen Latino students
Extending Yeager, Walton et al. (2016 Experiment 2), a randomized growth-mindset 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. 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. The design also included a social-belonging treatment, modeled on Yeager, Walton et al. (2016 Experiment 2). There was no significant effect of the social-belonging intervention for Latino/a students, no effect of either treatment for African American or White students, and no effect of either treatment on credits attempted or completed or full-time enrollment for any group.