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Results: Linville, Patricia W.
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Studies featured in this article show that interventions that change students' attributions of difficulty can improve their performance on both short- and long-term measures.
Students in the treatment condition who were told that on average, college students improve their grades over time were significantly less likely to leave college by the end of their sophomore year, had a higher GPA 1 year after the study, and performed better on the GRE.
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