Experimental Construct Validity of the Outcomes of Study Skills Training and Career Counseling as Treatments for the Retention of At‐Risk Students

Polansky, Joan; Horan, John J.; Hanish, Christine

doi:10.1002/j.1556-6676.1993.tb02230.x

Cited by 37 publications

(26 citation statements)

References 20 publications

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“…The data should be reviewed by personnel who represent academic, student service, financial, technological, and public relations viewpoints. Traditional support initiatives such as orientation, academic and career advising, financial aid, student success seminars, tutoring and supplemental instruction, mentoring, student cohort groups and learning communities, multicultural centers, and so on should be evaluated for their impacts on retention (Altizer & Patterson, 1994;Jones & Schultz, 1992;Kern & Engels, 1996;Kleeman, 1994;Mitchell, 1998;O'Neil, 1993;Polansky, Horan, & Hanish, 1993;Rao & Mitchell, 1998;Roueche & Roueche, 1994;Walker & Taub, 2001). Woodard, Mallory, and De Luca (2001) provide a useful self-study framework for institutions to assess their retention efforts.…”

Section: Institutional Mission and Retention Strategiesmentioning

confidence: 98%

Understanding Retention and College Student Bodies: Differences Between Drop-Outs, Stop-Outs, Opt-Outs, and Transfer-Outs

Hoyt¹,

Winn²

2004

NASPA Journal

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O Nonreturning students are comprised of several student subpopulations including drop-outs, stop-outs, opt-outs, and transfer-outs. All too often these student groups are not differentiated in retention studies. The current study profiles these student subpopulations, each with varied reasons for discontinuing their studies, and examines the implications of these differences for campus retention strategies.

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Section: Institutional Mission and Retention Strategiesmentioning

confidence: 98%

Understanding Retention and College Student Bodies: Differences Between Drop-Outs, Stop-Outs, Opt-Outs, and Transfer-Outs

Hoyt¹,

Winn²

2004

NASPA Journal

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“…Now, while the statistics previously mentioned are recent, high college dropout rates apparently are not new. Polansky, Horan, and Hanish (1993) report the 50% college attrition rate has been consistent for more than a century. This indicates that attrition is not only a pervasive, but a persisting issue for America's higher institutions of learning.…”

Section: College Retention: Current Knowledgementioning

confidence: 98%

The Impact of Career Workshops on Freshman College Students at-Risk for Dropout: An Action Research Study

Williams

2011

Journal of College Student Retention: Research, Theory & Pr

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College students on probation are generally considered at-risk for dropping out, as indicated by a wide range of literature. This article focuses on an action research study that explored the impact of a career workshop series on freshman students in a probation course at a medium-sized university located in the southeastern United States. The study examined whether the workshops enhance these students' motivation to remain in school, as well as their career decision-making abilities and level of career knowledgetwo factors that combined are referred to as career focus in this discussion. Results indicated the workshops were effective in increasing the students' career decision-making abilities, career knowledge, and determination to be in school, but didn't impact their desire to perform well as a student.There is an "unfailing perception on the part of students that college is a preparation for a career" (Gordon, 2006, p. 2). Career development is undoubtedly a major component of a successful college experience. Fouad et al. (2006) found a link between college students' career decision issues and psychological distress and also reported these students don't typically seek career resources on their own. Reflecting on this information, I concluded that, as a college counselor, bringing career exploration materials to the classroom might be an effective way to assist students. At the time, my university didn't offer any career exploration activities in 37

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“…Participation in learning communities specially designed for freshmen has been shown to impact positively on retention (Johnson, 2000(Johnson, -2001Johnson & Romanoff, 1999), perhaps because students in learning communities avoid the poor study habits of their non-persisting peers (Christoffel, 1986;Sailes, 1990;Sherrod, 1992). Academic advising has also been identified as a key retention strategy (Bailey, Bauman, & Lata, 1998;Chaney & Farris, 1991;Grites, 1979;Iaccino, 1988;Thayer, 2000;Tinto, 1999;Walling, 1995), as has instruction in learning and study skills (Johnson, 1989), especially for at risk students (Polansky, Horan, & Hanish, 1993). Other initiatives such as counseling, mentoring, and transitional programs have also proven to be effective in improving students' social and academic experiences, and subsequent student persistence (Patton, Morelon, Whitehead, & Hossler, 2006).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Effect of Clarion Transitions on Student Academic Performance and Retention

Shao

Hufnagel

Karp

2010

Journal of College Student Retention: Research, Theory & Pr

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Developed in 1999 by teams of faculty, staff, and students, Clarion Transitions is a multi-year student success program designed to increase student retention at a public university in western Pennsylvania. Clarion Transitions: Exploration is a credit-bearing, peer/faculty-facilitated co-curricular that engages freshmen in activities designed to encourage high levels of academic performance, campus knowledge, and social integration, thus encouraging higher levels of retention to the second semester and second year of college. The purpose of this study was to determine the effect of the Exploration co-curricular on first-year students' academic performance and retention. Results indicate that, compared to students who do not complete the Exploration program, completers of the Exploration program earn higher semester GPAs, are more likely to attempt and earn more credit hours, are less likely to be placed on probation or suspension, and are more likely to return for their second semester and their second year.Many higher education institutions offer a variety of programs and services for freshmen to improve their college experience and to help them persist in college.

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Experimental Construct Validity of the Outcomes of Study Skills Training and Career Counseling as Treatments for the Retention of At‐Risk Students

Cited by 37 publications

References 20 publications

Understanding Retention and College Student Bodies: Differences Between Drop-Outs, Stop-Outs, Opt-Outs, and Transfer-Outs

Understanding Retention and College Student Bodies: Differences Between Drop-Outs, Stop-Outs, Opt-Outs, and Transfer-Outs

The Impact of Career Workshops on Freshman College Students at-Risk for Dropout: An Action Research Study

The Effect of Clarion Transitions on Student Academic Performance and Retention

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