Enhancing College Transitions Through a Synergistic Mindset Intervention

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 4
  In Roundtable Session: Intervention Innovations: Leveraging and Learning From Motivational Processes

Abstract

The transition to college brings joy and excitement, but also stressful experiences that can undermine students’ confidence, belonging, and academic persistence. These challenges may be especially consequential for students who interpret stress as harmful or view ability as fixed. This study examines a synergistic mindset intervention—combining stress reappraisal and growth mindset messages—administered to 7,375 incoming students at a large public university. The intervention improved belonging and help-seeking beliefs and reduced anxiety. Although no direct GPA effects were observed, these improved post-intervention beliefs predicted first term GPA. These findings suggest that scalable, psychologically wise interventions can shape adaptive beliefs during a critical educational transition, helping to reframe stress and ability in ways that support student thriving across diverse populations.

Authors

• Sarah Leckey, University of California - Davis

• Cameron Hecht, University of Rochester

• Heather Rose, University of California - Davis

• Jacob Hibel, University of California - Davis

• Yushan Zhao, University of California - Davis

• Karla Santana Valenton, University of California - Davis

• Evelyn Mandujano, University of California - Davis

• Susan Ebeler, University of California - Davis

• Kali Trzesniewski, University of California - Davis