Title

Intervention Effects On College Performance And Retention As Mediated By Motivational, Emotional, And Social Control Factors: Integrated Meta-Analytic Path Analyses

Keywords

academic performance; academic retention; college outcomes; interventions; psychosocial factors

Abstract

Using both organizational and educational perspectives, the authors proposed and tested theoretical models on the mediating roles that psychosocial factors (PSFs; motivational, emotional, and social control factors) play between college interventions (academic skill, self-management, socialization, and First-Year-Experience interventions) and college outcomes (academic performance and retention). They first determined through meta-analysis of 404 data points the effects of college interventions on college outcomes and on PSFs. These meta-analytic findings were then combined with results from S. B. Robbins et al.'s (2004) meta-analysis to test the proposed models. Integrated meta-analytic path analyses showed the direct and indirect effects (via PSFs) of intervention strategies on both performance and retention outcomes. The authors highlight the importance of both academic skill and self-management-based interventions; they also note the salience of motivational and emotional control mediators across both performance and retention outcomes. Implications from organizational and educational perspectives, limitations, and future directions are addressed. © 2009 American Psychological Association.

Publication Date

9-1-2009

Publication Title

Journal of Applied Psychology

Volume

94

Issue

5

Number of Pages

1163-1184

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1037/a0015738

Socpus ID

69949169728 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/69949169728

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