The Promises and Pitfalls of Using (Mostly) Low-Touch Coaching Interventions to Improve College Student Outcomes

Bibliographic Data

ID9717324
AuthorsPhilip Oreopoulos (0000-0003-4957-4972, University of Toronto, corresponding author), Uros Petronijevic (York University)
Year2023
Volume133
Issue656
Pages3034-3070
Publication date2023-10-06
Open AccessYes
TypeARTICLE
VenueThe Economic Journal (JOURNAL)
Journal identifiersISSN: 0013-0133 • E-ISSN: 1468-0297
PublisherOxford University Press (PUBLISHER • GB)
DOI10.1093/ej/uead064
OpenAlexW4385755913
LanguageEN
Citations received2
References cited31

We present results from a five-year effort to design promising virtual coaching interventions to improve college student achievement. Across nearly 20,000 students at three campuses, we find some improvement on study time, but no effect on academic outcomes. We interpret the results with unique survey data and a model of student effort. Treated students learn that more effort is needed to attain good grades and develop stronger preferences for high grades, but these effects are too small to translate into academic benefits. More comprehensive, social and better-timed interventions are needed for helping students outside the classroom

Academic achievement · Coaching · Mathematics education · Medical education · Psychological intervention · Survey data collection · Applied Psychology · Financial Literacy, Pension, Retirement Analysis · Higher Education Research Studies · Innovations in Educational Methods · Medicine · Psychology

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