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Eight-minute self-regulation intervention raises educational attainment at scale in individualist but not collectivist cultures
Open accessAbstract
Significance: High attrition from educational programs is a major obstacle to social mobility and a persistent source of economic inefficiency. Over two-thirds of students entering a 2-y institution fail to earn a credential in the United States. In online courses, attrition rates are even higher. In two large field experiments, we tested the conditions under which a writing activity that facilitates goal commitment and goal-directed behavior reduces attrition in online courses. The activity raised completion rates by up to 78% for members of individualist cultures and primarily for those who contended with predictable and surmountable obstacles in the form of everyday obligations, but it was ineffective in collectivist cultures and for people contending with other types of obstacles.
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“For example, Kizilcec and Cohen (2017) found that MCII could increase individual goal attainment (massive open online courses, abbreviated by MOOCs, completion rates) in individualist cultures but not collectivist cultures.”
From A Meta-Analysis of the Effects of Mental Contrasting With Implementation Intentions on Goal Attainment (2021) · cites this paper as Kizilcec and Cohen (2017)
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“Kizilcec and Cohen's (2017) studies on completing MOOCsincluded Western and Eastern subjects and found MCII to be effective for learners in individualist cultures but not learners in collectivist cultures.”
From A Meta-Analysis of the Effects of Mental Contrasting With Implementation Intentions on Goal Attainment (2021) · cites this paper as Kizilcec and Cohen's (2017)
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“Moreover, in the moderator analysis, we excluded Kizilcec and Cohen (2017) because of the large sample size in their study, which might render the results of moderator effect unreliable.”
From A Meta-Analysis of the Effects of Mental Contrasting With Implementation Intentions on Goal Attainment (2021) · cites this paper as Kizilcec and Cohen (2017)
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Self-citation
Metadata
- Authors
- Kizilcec, R. F., & Cohen, G. L.
- Affiliations
- Stanford University (US)
- Corresponding author
- Kizilcec, René F.
- Venue
- Proceedings of the National Academy of Sciences
- Publisher
- National Academy of Sciences
- Published
- 2017-04-10
- Volume
- 114
- Issue
- 17
- Pages
- 4348-4353
- ISSN
- 0027-8424 (ISSN-L)
- 1091-6490
- PMC
- PMC5410783
- OpenAlex
- W2605718259
- Cited by
- 113
- References
- 0
- Citations by year
- 2026: 10 · 2025: 12 · 2024: 13 · 2023: 11 · 2022: 12 · 2021: 20 · 2020: 14 · 2019: 7 · 2018: 12 · 2017: 2
- FWCI
- 19.38
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Proceedings of the National Academy of Sciences (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- self-regulation, educational attainment, individualism-collectivism, cross-cultural comparison, course completion
- MeSH terms
- Academic Success, Adolescent, Adult, Attention, Culture, Humans, Individuality, Learning, Middle Aged, Students, United States, Universities, Young Adult
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