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Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis

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. Purpose.

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Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis

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  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

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