The power of perspective: How framing affects undergraduate student perceptions of graduate programs

The framing effect, a cognitive bias where one's decisions and perceptions are influenced by how information is presented, can play a crucial role in shaping decisions across various contexts. This study aimed to assess whether framing might bias decision-making in college students in regard to their perceptions of graduate school. Although previous studies have demonstrated the replicability of this effect, further research is needed to understand how framing might impact significant life decisions such as the path of college student academic trajectories. We hypothesized that participant perceptions of graduate school would vary based on the framing condition to which they were assigned. A total of 92 participants were exposed to positively, negatively, or neutrally framed statements about graduate school. Participant perceptions of graduate school were then measured using a six-point scale. Results from a one-way ANOVA found a significant effect of framing, with the most pronounced effect observed in the negatively framed condition. These findings support previous research and are the first to highlight how framing can impact undergraduate student perceptions of graduate programs—namely that a negative frame could deter students from continuing their education following graduation.