Reviews of Growth Mindset and Social Belonging Interventions for Postsecondary Student Success

The What Works Clearinghouse (WWC) recently reviewed the research on two interventions designed to improve postsecondary student success—Growth Mindset and Social Belonging interventions. Growth Mindset interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a “malleable” characteristic that grows with effort and to view academic challenges as temporary setbacks that they can overcome. Social Belonging interventions aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. The results are summarized in two intervention reports released by IES. Growth Mindset Interventions Growth Mindset interventions aim to improve academic achievement and college persistence by helping students view intellectual ability as something that can grow over time with effort and practice rather than as an innate, fixed quantity. These interventions also aim to change student mindsets to regard academic challenges as learning opportunities rather than permanent impediments. In the six studies that meet WWC standards, the Growth Mindset interventions typically occurred once during the student’s first semester, were delivered to students individually or in groups through online modules or in classroom settings, and lasted about 30 minutes. Based on the research, the WWC found that Growth Mindset interventions have potentially positive effects on academic achievement. The WWC also found that Growth Mindset interventions have no discernible effects on college enrollment and progressing in college. The WWC based its conclusion on its review of six studies that meet WWC group design standards. The studies included 9,140 students in six public and private postsecondary institutions in California, Indiana, Maryland, Michigan, Oregon, and Texas. Read the full Growth Mindset intervention report and learn more about the studies that contributed to this report. Social Belonging Interventions Social Belonging interventions aim to improve academic achievement and college persistence by helping students view doubts about whether they belong in college as normal and temporary reactions to the challenges of adjusting to college. In the seven studies that meet WWC standards, the Social Belonging interventions typically occurred once prior to or soon after the start of a student’s first year of college enrollment, were delivered to students individually or in groups through online modules or in classroom settings, and lasted less than an hour. Based on the research, the WWC found that Social Belonging interventions have mixed effects on academic achievement and progressing in college. The WWC also found that Social Belonging interventions have no discernible effects on college enrollment. The WWC based its conclusion on its review of seven studies that meet WWC group design standards. The studies included 5,096 racially, ethnically, and geographically diverse students in 24 public and private postsecondary institutions. Read the full Social Belonging intervention report and learn more about the studies that contributed to this report. For Further Reading -- Interview with Dr. Greg Walton The WWC interviewed Dr. Greg Walton, an Associate Professor at Stanford University, IES-funded researcher, and expert on Growth Mindset and Social Belonging interventions to discuss several possible interpretations for the WWC’s conclusions on the effectiveness of these types of interventions. Read more about Dr. Walton’s insights in this IES blog. To see other WWC reports, visit whatworks.ed.gov and check your inbox for more updates and new releases throughout the year. For the latest WWC news, follow the WWC on Twitter and Facebook.