Improving student outcomes through growth mindset micro-messaging and appreciative advising
Document Type
Poster
Event Website
https://source2022.sched.com/
Start Date
16-5-2022
End Date
16-5-2022
Keywords
appreciative advising, micro-messaging, improving student outcomes
Abstract
Research suggests that advising communications can have powerful effects on important students outcomes (e.g., Kyte et al., 2020), especially for students of color (e.g., Yeager et al., 2016). Across two experimental studies and Universities, we explored the effect of advisor micro-messages on positive student outcomes (e.g., persistence, support). In Study 1, CWU undergraduates (N = 164) imagined receiving an advisor email reply regarding a challenging class that, based on random assignment, contained micro-messages related to growth mindset, appreciative advising, or an information-only control, and completed measures of student outcomes. The effect of messaging was significant, F(2, 106) = 3.70, p = .03, with micro-messages (i.e., growth mindset and appreciative advising) leading to more positive student outcomes compared to information-only communications overall, t(159) = 2.53, p = .03 and for perceived support, t(160) = 2.99, p < .01, and persistence, t(160) = 2.63, p < .01, individually. Multiple regression analyses controlling for demographic information indicated a significant interaction between student identity and messaging condition (β = .68, p=.06), with the positive effects of micro-messaging most pronounced for students of color and first-generation students. Study 2 replicated the methodology of Study 1 with a sample of UT Arlington students (N=155) and found a similar pattern of results. Whether academic advisors encourage a growth mindset or take on appreciative advising perspectives, our research suggests that relevant micro-messages have positive effects on student outcomes, especially for students from historically underserved groups. This research highlights opportunities to shape consequential student outcomes and possibly reduce achievement gaps through small, strategic changes in language.
Recommended Citation
Jaimes, Giselle and Vo, Han, "Improving student outcomes through growth mindset micro-messaging and appreciative advising" (2022). Symposium Of University Research and Creative Expression (SOURCE). 58.
https://digitalcommons.cwu.edu/source/2022/COTS/58
Department/Program
Psychology
Additional Mentoring Department
Psychology
Improving student outcomes through growth mindset micro-messaging and appreciative advising
Research suggests that advising communications can have powerful effects on important students outcomes (e.g., Kyte et al., 2020), especially for students of color (e.g., Yeager et al., 2016). Across two experimental studies and Universities, we explored the effect of advisor micro-messages on positive student outcomes (e.g., persistence, support). In Study 1, CWU undergraduates (N = 164) imagined receiving an advisor email reply regarding a challenging class that, based on random assignment, contained micro-messages related to growth mindset, appreciative advising, or an information-only control, and completed measures of student outcomes. The effect of messaging was significant, F(2, 106) = 3.70, p = .03, with micro-messages (i.e., growth mindset and appreciative advising) leading to more positive student outcomes compared to information-only communications overall, t(159) = 2.53, p = .03 and for perceived support, t(160) = 2.99, p < .01, and persistence, t(160) = 2.63, p < .01, individually. Multiple regression analyses controlling for demographic information indicated a significant interaction between student identity and messaging condition (β = .68, p=.06), with the positive effects of micro-messaging most pronounced for students of color and first-generation students. Study 2 replicated the methodology of Study 1 with a sample of UT Arlington students (N=155) and found a similar pattern of results. Whether academic advisors encourage a growth mindset or take on appreciative advising perspectives, our research suggests that relevant micro-messages have positive effects on student outcomes, especially for students from historically underserved groups. This research highlights opportunities to shape consequential student outcomes and possibly reduce achievement gaps through small, strategic changes in language.
https://digitalcommons.cwu.edu/source/2022/COTS/58
Faculty Mentor(s)
Tonya Buchanan