Improving Student Outcomes in Higher Education: The Science of Targeted Intervention
Open accessAbstract
Many theoretically based interventions have been developed over the past two decades to improve educational outcomes in higher education. Based in social-psychological and motivation theories, well-crafted interventions have proven remarkably effective because they target specific educational problems and the processes that underlie them. In this review, we evaluate the current state of the literature on targeted interventions in higher education with an eye to emerging theoretical and conceptual questions about intervention science. We review three types of interventions, which focus on the value students perceive in academic tasks, their framing of academic challenges, and their personal values, respectively. We consider interventions that (a) target academic outcomes (e.g., grades, major or career plans, course taking, retention) in higher education, as well as the pipeline to college, and (b) have been evaluated in at least two studies. Finally, we discuss implications for intervention science moving forward.
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Prior literature identifies belonging as a factor associated with recruitment and retention efforts of UR groups in healthcare and as relevant to students' navigation of adversity, low confidence in academic abilities, or being new to a previously unfamiliar space such as a college campus.
“Prior literature identifies belonging as a factor associated with recruitment and retention efforts of UR groups in healthcare (Fleming et al., 2022) and as relevant to students' navigation of adversity, low confidence in academic abilities, or being new to a previously unfamiliar space such as a college campus (Harackiewicz & Priniski, 2018).”
From Pathway to Medicine and Health Programs Revisited: Outcomes and Institutional Adaptations in Greater Philadelphia and Beyond (2026) · cites this paper as Harackiewicz & Priniski, 2018
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Experimental — accuracy not yet measuredUtility value interventions help students see the relevance of education to their lives by encouraging them to identify the value of the content of a given field of study to them and their lives.
“Utility value interventions help students see the relevance of education to their lives by encouraging them to identify the value of the content of a given field of study to them and their lives”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Harackiewicz & Priniski, 2018
In high-stakes environments, academic coaching can improve outcomes by helping students manage large volumes of information and the emotional demands of clinical experiences.
“In these high–stakes environments, academic coaching can improve outcomes by helping students manage large volumes of information and the emotional demands of clinical experiences [1].”
From Exploring the impact of academic coaching interventions on student outcomes in graduate healthcare and medical education: a systematic scoping review. (2025) · cites this paper as [1]
The Introduction and Three Types of Interventions sections discuss targeted psychological interventions that can improve college outcomes, but they do not address academic coaching in clinical training. Searches for coaching, clinical experiences, information volume, and emotional demands found no passage supporting the claimed mechanism or setting (page numbers unavailable in our copy). (LLM, conf=0.75)
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- Authors
- Harackiewicz, J. M., & Priniski, S. J.
- Affiliations
- University of Wisconsin–Madison (US)
- Corresponding author
- Priniski, Stacy J.
- Venue
- Annual Review of Psychology
- Publisher
- Annual Reviews
- Published
- 2018-01-04
- Volume
- 69
- Issue
- 1
- Pages
- 409-435
- ISSN
- 0066-4308 (ISSN-L)
- 1545-2085
- PMC
- PMC6211287
- OpenAlex
- W2612819889
- Cited by
- 429
- References
- 75
- Citations by year
- 2026: 34 · 2025: 37 · 2024: 35 · 2023: 131 · 2022: 44 · 2021: 45 · 2020: 50 · 2019: 33 · 2018: 17 · 2017: 2 · 2016: 1
- FWCI
- 10.55
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Annual Review of Psychology (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- University of Wisconsin-Madison
- National Institutes of Health
- Institute of Education Sciences
- National Institute of General Medical Sciences (R01GM102703)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Safety Research › Career Development and Diversity
- Keywords
- targeted interventions, higher education, student outcomes, motivation theories, social-psychological intervention, personal values, educational outcomes, student retention, intervention research
- MeSH terms
- Academic Success, Educational Measurement, Humans, Motivation, Students, Early Intervention, Educational
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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