Abstract Interventions surrounding mindset have recently been applied as a tool for student success in higher education. The current study tested the efficacy of a growth mindset intervention at a university with a diverse student population. Using gateway math and introductory psychology courses, students were randomly assigned to receive a mindset message or one endorsing study skills. Dependent variables were course grade, term GPA, term credit hours earned, and retention to subsequent terms. Analyses using the full sample, minority sample, Pell-eligible, and first-generation college students did not yield meaningful differences in students’ academic success between the intervention and control groups. Further research should investigate why mindset intervention has proven successful with other populations not represented in the present study.

中文翻译：

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复制失败：测试对大学生成功的成长心态干预

摘要 最近，围绕心态的干预措施已被用作学生在高等教育中取得成功的工具。当前的研究测试了一所拥有多元化学生群体的大学的成长心态干预的有效性。使用入门数学和入门心理学课程，学生被随机分配接受一种心态信息或一种认可的学习技能。因变量是课程成绩、学期 GPA、获得的学期学分和后续学期的保留率。使用完整样本、少数样本、佩尔合格学生和第一代大学生的分析在干预组和对照组之间没有产生有意义的学生学业成功差异。进一步的研究应该调查为什么心态干预在本研究中没有代表的其他人群中被证明是成功的。