A growth-theory-of-interest intervention increases interest in math and science coursework among liberal arts undergraduates.

College students are often urged to “ fi nd their passion, ” but if students believe that passions or interests are fi xed, they may not develop interest in fi elds beyond the academic identity with which they enter college. Canabriefinterventionthatportraysinterestsasdevelopable,not fi xed,boostinterest,andevengrades,inman-datory math and science coursework among students who do not identify as a “ math or science person ” ? This would be especiallysigni fi cant because college providesthe foundation for developing skills and intereststhat guide later professional paths. After a successful pilot study at a small liberal arts college ( N = 175), we con-ductedarandomized,controlled fi eld-experimentwithmatriculating fi rst-yearundergraduates( N = 580)inthe school of arts and social sciences of a large university. Students completed a 30-min growth-theory-of-interest (vs. control) online module before starting school. At the end of their fi rst and second semesters, they reported their interest intheir two required fi rst-year math/science courses.Of fi cial fi nal gradeswere obtainedat the end of theyear.Aspredicted,among thosewho entered college less identi fi ed with math and science, the intervention (vs. control) increased interest and fi nal grades in both fi rst-year math/science courses (one conditional effect was marginal). The results suggest that by representing interests as not merely “ found ” but as having the potential to grow, colleges can encourage the development of skilled, interdisciplinary scholars.