Corrigendum to “A step toward measuring children's college-bound identity in children's savings accounts programs: The case of promise scholars” [Child. Youth Serv. Rev. 121 (2021) 105791] (Children and Youth Services Review (2021) 121, (S0190740920322131), (10.1016/j.childyouth.2020.105791))

The lead author acknowledges errors in the content and attribution of the following reference to the Pathways-to-Success program in this article. The passage in question states: “The Promise Scholars program has partnered with the University of Southern California and Summitlab Corporation to conduct a student-level randomized controlled trial (RCT) of Pathways to Success. Pathways is a brief, whole classroom 12-session universal social-psychological intervention, implemented twice per week during the first six weeks of the school year. The intervention helps 8th-grade students navigate the transition to high school. Pathways works by changing key elements of students’ identity-based motivation (IBM): their possible selves (who they expect to become in the near and distant future), their strategies to work on these possible selves, and how they interpret difficulties along the way. In doing so, Pathways helps students see school as the path to their future self, feel an urgency to start now and develop strategies to persevere, handle setbacks, and prevent failure. The RCT randomized 120 8th grade students in one middle school to participate in Pathways (treatment) or school-as-usual programming (control) and will track outcomes for students (measures of IBM, self-regulatory behaviors, academic performance) across the transition to high school. Prior studies have demonstrated the impact of Pathways (Oyserman, Bybee, Terry, 2006); the current study will examine impacts with a rural student population.” The passage was provided by Nick Sorenson through a personal communication (N. Sorenson, personal communication, June 18, 2020). Using information provided by Dr. Daphna Oyserman in a letter to the journal, the corrected text should state: As detailed by D. Oyserman (personal communication, January 15, 2021), “the Promise Scholars program has partnered with Oyserman and Sorensen to conduct a student level randomized controlled trial (RCT) of Pathways-to-Success (Horowitz, Sorensen, Yoder, & Oyserman, 2018; Oyserman, 2015; Oyserman, O'Donnell, Sorensen, & Wingert, 2020).” As noted by N. Sorenson (personal communication, June 18, 2020) “Pathways is a brief, whole classroom 12-session universal social psychological intervention, implemented twice per week during the first six weeks of the school year. The intervention helps 8th-grade students navigate the transition to high school. Pathways works by changing key elements of students’ identity-based motivation (IBM): their possible selves (who they expect to become in the near and distant future), their strategies to work on these possible selves, and how they interpret difficulties along the way. In doing so, Pathways helps students see school as the path to their future self, feel an urgency to start now and develop strategies to persevere, handle setbacks, and prevent failure. The RCT randomized 120 8th grade students in one middle school to participate in Pathways (treatment) or school-as-usual programming (control) and will track outcomes for students (measures of IBM, self-regulatory behaviors, academic performance) across the transition to high school. Prior studies have demonstrated the impact of Pathways (Oyserman, Bybee, Terry, 2006); the current study will examine impacts with a rural student population.” The lead author is thankful for the opportunity to make this correction and give full recognition to the work of Dr. Oyserman and her colleagues. Further, he would like to apologise for any inconvenience caused.