Psychosocial Interventions to Improve Postsecondary Student Mathematics Attainment: A Scoping Review

• In Event: Cognition, Emotion, Motivation, and Creativity: Evidence for Holistic Learning Design

Abstract

In light of the priority to strengthen college students’ mathematics attainment, we conducted a scoping review investigating the effectiveness of psychosocial interventions. After rigorous searching and screening of potentially relevant experimental studies, we mapped the extant literature on this topic to describe characteristics of the publication, the sample, the setting, the interventions, and the outcome types. We found that most studies were conducted at four-year institutions with diverse samples with regard to student demographics. Using the Model of Strategic Learning as a framework, we observed a preponderance of interventions focusing on motivation (i.e., growth mindset, task value, and anxiety), with fewer studies focused on self-regulation and skill-focused interventions. This synthesis generates insights regarding the components of successful psychosocial interventions.

Authors

• Carlton J. Fong, Texas State University

• Taylor W. Acee, Texas State University

• Semilore F. Adelugba, Texas State University

• Sanzida Sharmeen, Texas State University

• Pedram Zarei, Texas State University

• Zohreh Fathi, Texas State University

• Pegah Peimani, Texas State University

• IMANEH SOLEIMANI, Texas State University