Increasing Student Success through a Cocktail of Cognitive Interventions

Abstract

We extended a series of interventions developed in modern cognitive psychology to a group of students who had been academically dismissed and were at high risk to not complete college. Students learned how to respond adaptively to academic failure, how to embrace challenge, how to set realistic goals, and how to persist until their goals are achieved. The interventions were delivered within a sophomore seminar course. Within the class, students learned about, considered and practiced aspects of growth mindset, goal orientation, grit, stereotype threat, and belongingness. Before beginning the class, the 68 students had a mean cumulative GPA of 1.45, a course completion rate of 60%, and it was expected that over half would drop out of college within the next year. Following the intervention, students earned a mean semester GPA of 2.39, a course completion rate of 73%, 72% were retained for the next semester, and 58% were still enrolled one year later. These findings provide support for the benefits of these techniques used together to afford student success in a population of students that have previously struggled academically. ​

Using grit and self‐efficacy as performance predictors for at‐risk students in higher education

“…Through much of the existing research on soft‐skills and non‐cognitive traits that have predicted success common threads emerge. One of these threads is that there is some level of grade point average (GPA) variance that can be explained by these traits (Hoyert et al, 2019; Krumrei‐Mancuso et al, 2013; Tough, 2012). Second, self‐efficacy tends to have a high impact on a student's performance (Kitsantas et al, 2008; Krumrei‐Mancuso et al, 2013).…”

Secondary teachers' perspectives on sustaining growth mindset concepts in instruction

“…The four major themes detailed possible approaches to the identified key problem of the study as well as offering an effective psychological teaching tool (growth mindset concepts) for secondary school educators. Concepts found in growth mindset practices could attribute to academic achievement (Degol et al , 2018; Hoyert et al , 2019; Polirstok, 2017). However, sole awareness of this study's findings may not be sufficient in sustaining growth mindset concepts in instructional practices.…”

“…The purpose of this study was to address the key problem of teachers insufficiently sustaining effective instruction when including growth mindset practices. Previous studies have indicated that growth mindset concepts can attribute to student academic achievement (Degol et al , 2018; Hoyert et al , 2019; Polirstok, 2017). Findings in this study were supported by several growth mindset research studies which included concepts of establishing academic motivation, developing resiliency to academic progress and belief in intellectual abilities (Aditomo, 2015; Boylan et al , 2018; Mofield and Parker-Peters, 2018).…”

The impact of peer mentoring in first-year education students

“…(2020) emphasize the need for institutions to proactively create a sense of belonging for women of color, in particular, and to provide social and structural support through policies and systemic training efforts that address social pain. Findings indicated that academically struggling students benefited from participating in a mentor program, thus underscoring the importance of instilling belongingness (Capstick et al ., 2019; Hoyert et al ., 2019; Wurster et al ., 2021). Students of varying social identities experience college differently, yet institutional supports tend to be one-size-fits-all.…”