Implicit Theories of Intelligence and Difference-Education as Interventions for First-Generation Students

Abstract

First-generation students (FGS) are an at-risk population who have high rates of dropping out by the end of their first year of college compared to non-first-generation students (NFGS). FGS could potentially benefit from interventions that teach a malleable view of intelligence and the importance of differences in backgrounds. The current study tested these two interventions, separately and in combination. Participants (74 FGS and 95 NFGS) came into a laboratory and completed online modules that presented one of three intervention conditions or a control condition, and then completed an anagram task to measure performance and persistence after experiencing feelings of failure. Performance on the anagrams task was higher after the malleable view intervention than for the control condition for both groups, and the FGS and NFGS groups did not differ on any measures.