eaton-gonzalez
Uploaded by
11 SLIDES
246 VIEWS
110LIKES

Psychosocial and Study Skills: Key Predictors of College Outcomes? A Meta-Analysis

DESCRIPTION

This meta-analysis investigates whether psychosocial and study skill factors effectively predict college outcomes, amidst the ongoing debate about the best criteria for selecting college applicants—whether standardized tests or high school GPA are more reliable indicators. An extensive review of 408 studies identified 109 relevant studies linking psychosocial elements—such as motivation and social support—to academic success. Overall findings suggest that psychosocial and study skill factors outperform traditional predictors like socioeconomic status and high school GPA in forecasting college success.

1 / 11

Download Presentation

Psychosocial and Study Skills: Key Predictors of College Outcomes? A Meta-Analysis

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis Steven B. Robbins, Kristy Lauver, Huy Le and Daniel Davis, Ronelle Langley, & Aaron Carlstrom Presented by Andriette Vaughn Radford University

  2. Purpose • To determine if psychosocial and study skill factors predict college outcomes • Current national debate over what constructs to use when choosing college applicants • Are standardized achievement and/or high school GPA better predictors of college outcomes?

  3. Literature Review • 1984 - 2004 • Methods • Electronic Sources • PsycINFO • Educational Resources Information Center • Manual Search (1991-2000) • Journal of Counseling Psychology • Journal of Counseling and Development • Research in Higher Education • Journal of Higher Education • Sources sited in the reference sections of literature reviews, articles, and studies from prominent sources

  4. Literature Review • Studies • 408 were found • 109 were used • 299 were excluded due to data that was unusable and/or a population that did not coincide with our population of interest

  5. Issues to Consider • What constitutes college outcome? • Performance • Class or subject matter achievement, typically measured by GPA • Persistence • Retention: length of time a student remains enrolled in an institution. • Lack of clearly defined and adequately measured predictors

  6. Dependent Measures • Achievement Motivation • Academic Goals • Institutional Commitment • Perceived Social Support • Social Involvement • Academic Self-efficacy • General Self-concept • Academic-related Skills

  7. Studies to Include • Included both a measure of the PSF constructs and an outcome measure of college success • Limited to studies examining full-time students enrolled at a 4-year, higher education institution in the United States

  8. Results

  9. Results

  10. Potential Moderators • Types of measures used; Diversity of scales supposedly measuring the same construct • College Adjustment Process • Institutional size • Institutional differences • Literature ranges across many psychological and educational content domains • Differences in sample characteristics (I.e. gender, race, background, individual differences, seniors vs. first years, etc)

  11. Conclusion • Measures of psychosocial and study skill factor constructs are correlated with retention as a measure of college success. • Measures are also correlated with with GPA across most (90%) of situations • Psychosocial and study skill factors are shown to be better predictors of college outcomes than SES, standardized achievement, and high school GPA, • There is a need to incorporate Psychosocial and study skill factors into the prediction of college outcome

More Related