Department of Psychology, North Dakota State University.
Department of Psychology, University of Manitoba.
Psychol Sci. 2020 Jun;31(6):623-633. doi: 10.1177/0956797620904451. Epub 2020 May 6.
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 ( = 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.
尽管人们越来越重视在科学、技术、工程和数学（STEM）学科领域教育学生，但仍有近一半的美国大学生在这些专业未能获得 STEM 学位。本文利用来自动机与学业成就数据库的档案数据，检验了一项针对学术挫折的归因进行重新框架的动机干预措施是否能提高 STEM 专业大学生的毕业率（n=496）。结果表明，对于有辍学风险的学生，该干预措施增加了他们在 8 年内毕业的可能性。研究结果强调了理论导向的心理干预措施在提高 STEM 领域高危学生学业坚持率方面的潜力。
