A Motivation Treatment to Improve Eight-Year Graduation Rates for Students in STEM Disciplines

• In Event: 66.071 - Postsecondary Achievement and Dropout: Explorations and Interventions From Multiple Theoretical Perspectives

Abstract

Although increased emphasis has been placed on educating students in the sciences, technology, engineering, and mathematics (STEM disciplines), college graduation rates in STEM fields remain low (Chen & Soldner, 2013). In a randomized treatment field study (n = 353), we assessed the efficacy of an attribution-based motivation treatment (vs. no-treatment) to increase eight-year graduation rates for students in STEM disciplines who varied in high school grades (low, high). Results of discrete-time survival models showed that odds of eight-year graduation were 51% higher for students with low high school grades who received the treatment versus no-treatment. Findings highlight the utility of theory-informed motivation treatments to increase persistence-to-graduation for students in STEM disciplines who are at-risk of college dropout.

Authors

• Jeremy M. Hamm, Concordia University

• Raymond P. Perry, University of Manitoba

• Judy Chipperfield, University of Manitoba

• Steve Hladkyj, University of Manitoba

• Patti C. Parker, University of Manitoba

• Bernard Weiner, University of California - Los Angeles