Abstract
Across two experimental university studies, we examined how small changes in language embedded in advising communications influence student outcomes (e.g., support, persistence) and explored the utility of advising micromessages congruent with growth mindset and appreciative advising for diverse student populations. We found that micromessages embedded within hypothetical advisor emails increased anticipated positive student outcomes, including feelings of support and persistence. In line with our hypotheses and attribution-based intervention research with nontraditional and/or marginalized students, the positive effect of micromessaging appears greater for first-generation students and students of color. This research highlights opportunities to shape consequential student outcomes through small, strategic language changes. Empowering advisors with thoughtfully crafted language improves students' sense of support and persistence and may reduce achievement gaps.
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