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Reframing Achievement Setbacks: A Motivation Intervention to Improve 8-Year Graduation Rates for Students in Science,

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This summary is machine-generated.

A motivation intervention improved graduation rates for at-risk college students in science, technology, engineering, and mathematics (STEM) programs. This psychological approach reframed academic setbacks, increasing STEM degree completion for students facing potential dropout.

Keywords:
STEM graduationacademic achievementattributionsinterventionmotivation

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Area of Science:

  • Educational Psychology
  • STEM Education

Background:

  • Many students in Science, Technology, Engineering, and Mathematics (STEM) programs do not graduate with STEM degrees.
  • High attrition rates in STEM fields pose a significant challenge to workforce development.

Purpose of the Study:

  • To investigate if a motivation intervention could improve STEM graduation rates.
  • To determine the impact of reframing causal attributions on academic persistence.

Main Methods:

  • Utilized archival data from the Motivation and Academic Achievement Database (N = 496).
  • Assessed the effect of a psychological intervention designed to alter students' attributions for academic setbacks.

Main Results:

  • The intervention significantly increased the likelihood of 8-year graduation for at-risk STEM students.
  • Students receiving the intervention showed improved persistence compared to a control group.

Conclusions:

  • Theory-informed psychological interventions can be effective in boosting STEM student retention.
  • Addressing students' attributions for setbacks is a viable strategy to enhance STEM degree completion.