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ERIC Number: EJ1076282
Record Type: Journal
Publication Date: 2014-Feb
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1521-0251
Rethinking Intelligence: The Role of Mindset in Promoting Success for Academically High-Risk Students
Sriram, Rishi
Journal of College Student Retention: Research, Theory & Practice, v15 n4 p515-536 Feb 2014
This study utilized an experimental pretest-posttest control group design to determine if changing the way academically high-risk college students view intelligence affected their academic effort and achievement when compared to students in a control intervention. Results indicated that students taught to view intelligence as malleable reported significantly higher levels of the multivariate variable academic effort and the univariate variable study skills than did the students who were directly taught study skills. No significant difference in GPA was found between the two groups. Implications for future research and current practice are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards