Expanding Student Success: The Impact of a Comprehensive College Transition Program on Psychosocial Outcomes

Melguizo, Tatiana; Martorell, Paco; Swanson, Elise; Edward, W; Park, Elizabeth; Kezar, Adrianna

doi:10.1080/19345747.2021.1917029

Cited by 17 publications

(21 citation statements)

References 62 publications

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“…For example, advisors could ask students about their relationships with faculty and other students during academic advising sessions, and universities could use semesterly surveys to identify students in the bottom quartile of belonging or academic self-efficacy. Improving students' feelings of BMSE is possible, particularly when students receive comprehensive support from an intensive, asset-based, and individualized intervention (e.g., Melguizo et al, 2021). More work is needed to understand how campus-wide interventions and assessment of BMSE levels are related to student outcomes and BMSE growth.…”

Section: Discussionmentioning

confidence: 99%

Examining the Relationship Between Psychosocial and Academic Outcomes in Higher Education: A Descriptive Analysis

Swanson¹,

Melguizo

Martorell

2021

AERA Open

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This article estimates the relationship between students’ psychosocial and academic outcomes during their first 3 years enrolled at public, 4-year institutions. Our sample comprises students from low-income backgrounds who applied for a competitive scholarship and enrolled at a 4-year public institution. We follow two cohorts of entering students throughout their first 3 years on campus. We observe their cumulative grade point average and persistence decisions each semester, and have annual measures of four psychosocial outcomes: mattering to campus, sense of belonging to campus, academic self-efficacy, and social self-efficacy. We find that psychosocial outcomes are moderately predictive of academic outcomes, with sense of belonging and academic self-efficacy emerging as most predictive of both cumulative grade point avaerage and persistence.

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Section: Discussionmentioning

confidence: 99%

Examining the Relationship Between Psychosocial and Academic Outcomes in Higher Education: A Descriptive Analysis

Swanson¹,

Melguizo

Martorell

2021

AERA Open

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“…At each campus, portions of applicants to this program were randomly assigned to three conditions: (a) the CCTP treatment condition, in which the participants received financial assistance and a comprehensive set of supports (e.g., academic classes, and first-year seminars); (b) the college opportunity scholars (COS) condition, where the participants received financial assistance only; and (c) the control condition, where participants received neither financial aid nor the CCTP (Angrist et al, 2016). Melguizo et al (2021) compared the participants in the CCTP condition to those in the COS condition and demonstrated that the CCTP participants experienced substantial gains in two psychosocial outcomes: sense of belonging to a campus community and mattering to a campus community. The former is defined as the perception that one is a part of the broader campus community (Hausmann et al, 2007;Hurtado et al, 2008;Chang et al, 2011;Strayhorn, 2012).…”

Section: A Running Examplementioning

confidence: 99%

“…This article uses data based on a longitudinal study registered with the American Economic Association (Identifier AEARCTR-0000125). The article is related to Melguizo et al (2021)…”

Section: Author's Notementioning

confidence: 99%

A Practical Guide to Causal Mediation Analysis: Illustration With a Comprehensive College Transition Program and Nonprogram Peer and Faculty Interactions

et al. 2022

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Experimental and quasi-experimental designs have been increasingly employed in education. Mediation analysis has long been used to measure the role of mediators. Causal mediation analysis provides a modern approach to evaluate potential causal roles of mediators. Compared with conventional mediation analysis, causal mediation analysis has several advantages, e.g., by enabling us to evaluate necessary assumptions to establish a valid causal role of the mediator of interest. Despite these advantages and the availability of various software programs, causal mediation analysis has not been employed frequently in educational research. In this paper, we provide a step-by-step guide to causal mediation analysis using the free R package mediation in order to promote the more frequent application of causal mediation analysis in education, with an accessible data example from a Comprehensive College Transition Program (CCTP).

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“…Similar statement was reported by Fong et al [18], who suggested that CBE was conducted successfully in Kuching, Malaysia, and it improved the community members' selfefficacy, together with their sustainability of the tourism industry in their area. The significance of selfefficacy in the context of CBE was also reported to positively affect leadership skills [19], motivation to learn [20], and academic success among students [21]. It is also important to note that self-efficacy is significantly connected to hope, spirituality, and the sense of mattering [22].…”

Section: Introductionmentioning

confidence: 99%

Developing self-efficacy, mattering, and general well-being through community-based education in the rural area

Aziz

Padil

Mujtahid

et al. 2022

IJERE

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<span>This qualitative study aimed to explore the implementation of community-based education (CBE) in the village of Desa Karang Pandan, Malang, East Java, Indonesia. The CBE was conducted in order to educate the community members in information technology, Arabic language, Quran reading, Boyscout activities, and indigenous martial arts. Apart from that, the CBE was implemented to address specific communal issues, such as lack of self-efficacy, sense of mattering, and general well-being of the community members. Data was collected through observations and interviews along the CBE program, and analyzed by utilizing thematic analysis methods. Positive responses were shown in the interview results. They were represented by the frequent occurrences of themes such as improvement of mattering and self-efficacy, higher motivation to learn and the development of general well-being. Nevertheless, it is possible that the positive responses from the community members were caused by the novelty effect of the program. Further concerns and limitations are discussed in the end of this paper.</span>

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Expanding Student Success: The Impact of a Comprehensive College Transition Program on Psychosocial Outcomes

Cited by 17 publications

References 62 publications

Examining the Relationship Between Psychosocial and Academic Outcomes in Higher Education: A Descriptive Analysis

Examining the Relationship Between Psychosocial and Academic Outcomes in Higher Education: A Descriptive Analysis

A Practical Guide to Causal Mediation Analysis: Illustration With a Comprehensive College Transition Program and Nonprogram Peer and Faculty Interactions

Developing self-efficacy, mattering, and general well-being through community-based education in the rural area

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