A One-Session Strategic Resource Use Intervention Among Hungarian Economics Students

The present preregistered study aimed to test the efficacy of a strategic resource use intervention among Hungarian first-year economics students in a gateway math course (N=261). According to the results, the intervention did not have an impact on test scores, grade point average, or dropout rate, and it did not lead to psychological benefits. Despite following the instructions regarding the adaptation of the materials to the given university context, we found neither the expected main nor moderated effects among these students. There were some dissimilarities between the original strategic resource use intervention (Chen et al., 2017) and the present one. We detail the potential adaptation-, implementation-related and theoretical reasons behind the lack of expected effect in the discussion.