Reframing Achievement Setbacks: A Motivation Intervention to Improve 8-Year Graduation Rates for Students in Science, Technology, Engineering, and Mathematics (STEM) Fields. (June 2020)

• Record Type: Journal Article
• Authors: Hamm, Jeremy M.; Perry, Raymond P.; Chipperfield, Judith G.; Hladkyj, Steve; Parker, Patti C.; Weiner, Bernard
• Is Part Of: Psychological science. Volume 31:Number 6(2020)
• Page Start: 623
• Page End: 633
• Publication Date: 2020-06
• Subjects: intervention -- motivation -- attributions -- academic achievement -- STEM graduation; Psychology -- Periodicals; 150.5
• DOI: 10.1177/0956797620904451
• Languages: English
• ISSNs: 0956-7976

Abstract

Despite increased emphasis on educating students in science, technology, engineering, and mathematics (STEM) disciplines, nearly half of U.S. college students who enroll in these programs fail to graduate with STEM degrees. Using archival data from the Motivation and Academic Achievement Database, we tested whether a motivation intervention to reframe causal attributions for academic setbacks improved graduation rates for college students in STEM disciplines ( N = 496). Results showed that the intervention increased the odds of 8-year graduation for students who were at risk of college dropout. Findings highlight the potential of theory-informed psychological interventions to increase persistence to graduation for at-risk students in STEM fields.