Non-Cognitive Skills, Academic Coaching, and Students' Performance

Last registered on October 18, 2021

Pre-Trial

Trial Information

General Information

Title
Non-Cognitive Skills, Academic Coaching, and Students' Performance
RCT ID
AEARCTR-0008388
Initial registration date
October 16, 2021
Last updated
October 18, 2021, 10:38 AM EDT

Locations

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Primary Investigator

Affiliation
Florida Gulf Coast University

Other Primary Investigator(s)

PI Affiliation
Florida Gulf Coast University

Additional Trial Information

Status
On going
Start date
2021-06-30
End date
2026-06-30
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
In this project, we examine the extent to which targeted coaching can improve the non-cognitive skills and academic outcomes of college
students. To explore this issue, we create a non-cognitive skills profile for incoming students at a southwestern public university. Using a field
experiment, we randomly assign students to one of three groups: (i) a control group, (ii) a passive intervention group, and (iii) an active
intervention group. The students belonging to the passive intervention group are exposed to information about their non-cognitive skills profile and the challenges they are likely to face in college because of deficits in their non-cognitive skills. In addition to receiving this information, students in the active intervention group are also directed to various services at the university to help them address any deficits in their non-cognitive skills profile that may hinder their academic success. We examine the impact of each treatment on students' short- and long-term academic outcomes.
External Link(s)

Registration Citation

Citation
Sinclair, Starlette and Nicholas Wright. 2021. "Non-Cognitive Skills, Academic Coaching, and Students' Performance." AEA RCT Registry. October 18. https://doi.org/10.1257/rct.8388-1.0
Experimental Details

Interventions

Intervention(s)
We administer a non-cognitive skills survey to incoming students at a southwestern university in Florida. Among the participants, we randomly assigned students to three groups: (I) control, (ii) passive intervention, and (iii) active intervention. All students in our intervention groups received the results from their non-cognitive skills assessment and a list of student support services on campus that can help them overcome any deficits in their non-cognitive skills profile. In addition, the students in the active group were incentivized to visit offices on campus to address the weaknesses in their non-cognitive skills profile.
Intervention Start Date
2021-06-30
Intervention End Date
2023-06-30

Primary Outcomes

Primary Outcomes (end points)
We will collect survey data and administrative data. The follow-up survey will collect updated information from study participants to assess how their non-cognitive skills may have changed. We will also academic performance details from students transcript, such as: cumulative GPA, college drop, credits attempted, etc.
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
We administer a non-cognitive skills survey to incoming students at a southwestern university in Florida. Among the participants, we randomly assigned students to three groups: (I) control, (ii) passive intervention, and (iii) active intervention. All students in our intervention groups received the results from their non-cognitive skills assessment and a list of student support services on campus that can help them overcome any deficits in their non-cognitive skills profile. In addition, the students in the active group were incentivized to visit offices on campus to address the weaknesses in their non-cognitive skills profile.
Experimental Design Details
Not available
Randomization Method
The students were randomized into groups using a random number generator in STATA.
Randomization Unit
Randomization was done at the student level. We utilized a two-stage randomization process. We first randomized students into treatment and control based on a random number generator. Using another random generator seed, we then randomly assigned treated students into the active and passive intervention groups.
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
523 students were randomized.
Sample size: planned number of observations
523 students.
Sample size (or number of clusters) by treatment arms
Control 174, Passive 174, Active 175
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB

Institutional Review Boards (IRBs)

IRB Name
Florida Gulf Coast University Institutional Review Board
IRB Approval Date
2021-03-26
IRB Approval Number
2021-24