Evaluating Experimental and Control Programs for Attrition/Persistence

Pedrini, Bonnie C.; Pedrini, D. T.

doi:10.1080/00220671.1978.10885078

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…GPA = grade point average. There were no follow-ups for the following studies: Beaman, Diener, Fraser, & Endresen (1977); Bristol & Sloane (1974); Champlin & Karoly (1975); Cornish & Dilley (1973); Driskell (1976); Fraser, Beaman, Diener, & Kelem (1977); Fremouw & Feindler (1978); Gadzella, Goldston, & Zimmerman (1977); Greiner & Karoly (1976); Groveman, Richards, & Caple (1977); Home & Matson (1977); Jackson & Van Zoost (1974); Johnston (1975); Melnick & Russell (1976); Miller & Sloane (1974); Mount & Tirrell (1977); Nelson, Hay, & Hay (1977); O'Brien (1976); Pedrini & Pedrini (1978); Richards (1975); Robyak & Patton (1977); Russell, Miller, & June (1975); Silverman & Riordan (1974); Tichenor (1977); Ziesat, Rosenthal, & White (1978). Hall, & Piatkowska, 1975a, 1975bObler, Francis, & Wishengrad, 1977;Richards & Perri, 1978) and two of the four short-term follow-ups (Richards, McReynolds, Holt, & Sexton, 1976;Richards, Perri, & Gortney, 1976) found that various multiple-component interventions led to benefits compared with other interventions and controls (follow-up success rate = 46%).…”

Section: Follow-up Resultsmentioning

confidence: 99%

Improving academic competence in adults: A review of recent research.

Kirschenbaum¹,

Perri²

1982

Journal of Counseling Psychology

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A cursory examination of previous reviews of the efficacy of programs designed to improve academic competence suggests that the closer one scrutinizes the literature, the less favorable the results appear. In contrast to this unfortunate trend, the outcomes of studies published from 1974 to 1978 were quite favorable, based on a box-score tabulation and an analysis of more than a dozen well-controlled investigations. Although five key methodological exigencies were noted, the evidence indicates that structured multicomponent interventions, particularly those incorporating both study skills and self-control training, often produce substantial gains in academic performance and behaviors relative to comparison and control conditions. Discussion emphasizes the importance of using methodological refinements in future research and conducting further analyses of planning, problem solving, and choice as treatment adjuncts. Finally, a three-component motivational -study skills -selfregulatory skills model is proposed as a potentially heuristic description of the process of improving academic competence.Virtually all colleges and universities offer students several types of services that share the goal of improving academic competence (Entwisle, 1960; Richards, in press). If we tentatively define academic competence as the ability to efficiently obtain high grades, then we must marvel at the diversity of the means to achieve that end promulgated since the late 1920s. Published accounts have considered the virtues of providing detailed written materials or bibliotherapy ; peer monitoring

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Section: Follow-up Resultsmentioning

confidence: 99%

Improving academic competence in adults: A review of recent research.

Kirschenbaum¹,

Perri²

1982

Journal of Counseling Psychology

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“…Academic performance has been identified as a major determinant of retention and graduation (Boulter, 2002;Nonis & Wright, 2003;Pedrini & Pedrini, 1978), and has been referred to as the single most revealing indicator that a student is coping with the academic demands of the university and is thus likely to graduate (Pascarella & Terenzini, 1991). There is much evidence to indicate that adjustment in turn is a key determinant of academic performance (Dahmus et al, 1992;Prillerman, Myers, & Smedley, 1989;Sennett et al, 2003;Strahan, 2003).…”

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confidence: 98%

Adjustment to university and academic performance among disadvantaged students in South Africa

Petersen

Louw

Dumont

2009

Educational Psychology

104

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Adjustment to the university environment is regarded as an important factor in predicting university outcomes. This study explores the pathways taken by adjustment and other psychosocial variables (help-seeking, academic motivation, self-esteem, perceived stress, and perceived academic overload), in relation to the success of economically and educationally disadvantaged students at university. Participants were 194 first-year students on need-based financial aid at a South African university; they completed questionnaires that measured these psychosocial variables, and their final first-year academic results were obtained via the university's records office. Path analyses showed that adjustment did not function as a pure mediator on academic performance as the dependent variable. Furthermore, the psychosocial factors explained much (59%) of the variance in the students' adjustment and 20% of the variance in their academic performance. Hence, the psychosocial variables better explained the students' adjustment to university than academic performance.

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“…For example, Wilson (1983) found that freshman grade point average (GPA) was a good predictor of the GPA of subsequent periods, and that the cumulative GPA over any period was the best predictor of the GPA of the next period. Boulter (2002), Nonis and Wright (2003), and Pedrini and Pedrini (1978) referred to academic performance as a major determinant of student retention and graduation, whilst Pascarella and Terenzini (1991) regarded academic performance as the best indicator of a student coping with academic demands (see also Bean, 1985). These studies also tested mainly psychosocial variables: Pedrini and Pedrini assessed the effectiveness of a special instruction programme for disadvantaged students; Boulter's study included self-concept and social support as determinants; and Nonis and Wright explored the relationship between achievement striving and situational optimism, and student performance.…”

Section: Model Comparisonsmentioning

confidence: 98%