Examining the utility of growth-mindset interventions in undergraduates: A longitudinal study of retention and academic success in a first-year cohort.

The success and retention of first-year undergraduates, particularly those at risk due to economic or social disadvantage, is an issue at the forefront of higher education research and policy. Some have suggested that a promising target for intervention is to help students develop a growth mindset, believing that intelligence is malleable and that challenges can be embraced as learning opportunities, versus having a fixed mindset with the belief that innate abilities are relatively fixed and stable. Previous research with such interventions has shown mixed results in undergraduates. Whereas some have had promising outcomes, particularly for historically disadvantaged or at-risk student groups, others have been ineffective. The authors present the results of an institutionwide growth-mindset intervention experiment focused on first-year students at a small liberal arts college. There were no measurable benefits of the intervention based on self-report or on objective outcomes such as grade point average and retention, nor were underrepresented or at-risk groups differentially impacted. The article concludes with a discussion of implications for higher education, with respect to variability in content and delivery modes for the interventions, and debate about the value of such interventions for undergraduates.