This study examines the relationship between psychosocial and study skill factors (PSFs) and college outcomes by meta-analyzing 109 studies. On the basis of educational persistence and motivational theory models, the PSFs were categorized into 9 broad constructs: achievement motivation, academic goals, institutional commitment, perceived social support, social involvement, academic self-efficacy, general self-concept, academic-related skills, and contextual influences. Two college outcomes were targeted: performance (cumulative grade point average; GPA) and persistence (retention). Meta-analyses indicate moderate relationships between retention and academic goals, academic self-efficacy, and academic-related skills (ps = .340, .359, and .366, respectively). The best predictors for GPA were academic self-efficacy and achievement motivation (ps = .496 and .303, respectively). Supplementary regression analyses confirmed the incremental contributions of the PSF over and above those of socioeconomic status, standardized achievement, and high school GPA in predicting college outcomes.

/pdf/do-psychosocial-and-study-skill-factors-predict-college-3pfzfiwl9u.pdf

Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.

(1997). Classrooms as Communities. The Journal of Higher Education: Vol. 68, No. 6, pp. 599-623.

Classrooms as Communities: Exploring the Educational Character of Student Persistence.

Drawing on cognitive adaptation theory, optimism, psychological control, and self-esteem were explored as longitudinal predictors of adjustment to college in a sample of 672 freshmen. Although a direct effect of optimism on adjustment was found, most of the predicted effects were mediated by coping methods. Controlling for initial positive and negative mood, the beneficial effects of optimism, control, and self-esteem on adjustment were mediated by the nonuse of avoidance coping, greater use of active coping, and greater seeking of social support. Alternative models of the causal relations among these variables did not fit the data as well as the a priori mediational model. The results of a 2-year follow-up indicated that self-esteem and control predicted greater motivation and higher grades, controlling for college entrance exam scores. Implications for cognitive adaptation theory and for interventions with populations under stress are discussed.

Modeling cognitive adaptation: A longitudinal investigation of the impact of individual differences and coping on college adjustment and performance.

What would our colleges and universities look like if we took seriously the research on student persistence? What reforms in organization and pedagogy would we pursue if we used the findings on the impacts on college on students' persistence as a guide for our thinking? This paper argues that colleges and universities would be best served by reorganizing themselves in ways that promote greater educational community among students, faculty, and staff.

Colleges as Communities: Taking Research on Student Persistence Seriously

Several studies have been conducted related to dropouts from on-campus and distance education courses. However, no clear definition of dropout from academic courses was provided. Consequently, this study proposes a clear and precise definition of dropout from academic courses in the context of e-learning courses. Additionally, it is documented in literature that students attending e-learning courses dropout at substantially higher rates than their counterparts in on-campus courses. Little attention has been given to the key factors associated with such substantial difference. This study explores two main constructs: (1) academic locus of control; and, (2) students satisfaction with e-learning. Results show that students satisfaction with e-learning is a key indicator in students decision to dropout from e-learning courses. Moreover, dropout students (non-completers) reported to have significantly lower satisfaction with e-learning than students who successfully completed (completers or persistent students) the same e-learning courses. Additionally, results of this study show that the academic locus of control appears to have no impact on students decision to drop from e-learning courses. 2005 Elsevier Ltd. All rights reserved.

http://www.water-msc.org/en/knowledge_base/dropouts_and_persistence.pdf

Comparing dropouts and persistence in e-learning courses

Student Attrition in 2- and 4-Year Colleges: Application of a Theoretical Model.

Practicing Developmental Advising: Theoretical Contexts and Functional Applications

Influences of Student Goals for College on Freshman-Year Quality of Effort and Growth.

The quality of educational advisement may be as basic to the achievement of student and college goals as is the quality of teaching. Noel argues that educational advising is teaching and that advising should enhance the rational processes of thinking, reasoning, and deciding.' There are arguments for conducting educational advising at the highest level; however, the most compelling reasons for competent educational advisement is its relation to institutional holding power. What conclusions may be drawn from available literature and research reports regarding the relationship between educational advising and student retention?

Educational Advising for Student Retention: An Institutional Perspective:

Professional associations have an obligation to ensure the quality of professional preparation and practice, to provide continuing professional education, and to recognize those practitioners who take steps to improve their knowledge and practice. To date, no student affairs association has fully operationalized or embraced these ideas. The future of our profession rests on the willingness of those who lead these associations to do more in this crucial area. Creamer, Janosik, Winston, and Kuk (2001) asserted that quality professional practice in student affairs rests on the knowledge, skills, values, ethics, and character of its practitioners. These attributes are generally associated with formal educational preparation for practice in the field. To many, professional education is synonymous with the preparation necessary to enter a given field or occupation (Smutz, Crowe, & Lindsay, 1986). Creamer et al. (2001) suggested, and many agree, that most professionals in student affairs should hold an earned masters and/or doctoral degree from an established and reputable college or university and that most generalists should hold degrees in student affairs, higher education, counseling, or other fields that specifically address the work they are called upon to perform. Despite some resistance to this quality assurance standard, large numbers of practitioners and employers have embraced it. As an example, in a recent survey of 2,331 professionals belonging to a national student affairs association, 88% indicated they held such a credential. The overwhelming majority of those reporting an advanced degree did so in student affairs, higher education, or counseling (Janosik & Carpenter, 2005). This respondent group represented 34.4% of the sample in the study. Professional preparation should not stop once the degree is earned. The need for professional development of those who have entered the field without the knowledge or skills provided by such preparation is more paramount. A case for continuing professional education for student affairs practitioners has been made for many years by many people, with a mounting urgency and vigor (Carpenter, 1998; Creamer & Claar, 1995; Creamer & Woodard, 1992; Creamer et al., 2001; Creamer et al., 1992; Janosik, 2002). Smutz, Crowe, and Lindsay (1986) argued that continuing learning is an obligatory part of the professional's role. Staying current is a professional necessity, yet for student affair professionals there is no organized way to do so. One could argue that the responsibility of remaining current is that of the individual professional, but the reality is that other professions typically are more prescriptive or at least more facilitative (Carpenter, 2001). Professional development should be an intentional process, no less important to understand and pursue diligendy than our best work with students. Excellent practice depends upon constant preparation. Professionals must learn, do, and contribute throughout their careers (Carpenter, 2003). The use of informal activities, however, such as reading journals, consulting with colleagues, and attending conferences is no longer sufficient to meet the learning needs of today's professional because of the "explosion of knowledge, technology, and public attitudes toward professional competency" (Carpenter, 1998, p. 160). In an era when knowledge grows at a remarkable rate and the half-life of what we know is increasingly short (Moore, 1995), the need for more formal systems seem clear; however, the response to the calls for "assessment of professional competencies and needs, continuing professional education, and recognition and reporting systems" (Creamer et al., 1992, p.3) has been woefully inadequate. The purpose of this paper is to identify the role of professional associations in this process, review several recent attempts to create more formal systems of continuing professional education, and recommend a new course of action for these organizations. …

/pdf/beyond-professional-preparation-programs-the-role-of-4gzvbto8ig.pdf

Don G. Creamer

Papers

Student Attrition in 2- and 4-Year Colleges: Application of a Theoretical Model.

Practicing Developmental Advising: Theoretical Contexts and Functional Applications

Influences of Student Goals for College on Freshman-Year Quality of Effort and Growth.

Educational Advising for Student Retention: An Institutional Perspective:

Beyond Professional Preparation Programs: The Role of Professional Associations in Ensuring a High Quality Workforce