Intervention Effects on College Performance and Retention as Mediated by Motivational, Emotional, and Social Control Factors: Integrated Meta-Analytic Path Analyses

@inproceedings{Robbins2009InterventionEO,
  title={Intervention Effects on College Performance and Retention as Mediated by Motivational, Emotional, and Social Control Factors: Integrated Meta-Analytic Path Analyses},
  author={S. Robbins and In-Sue Oh and L. Huy and C. Button},
  booktitle={The Journal of applied psychology},
  year={2009}
}
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… Expand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 238 REFERENCES
Do psychosocial and study skill factors predict college outcomes? A meta-analysis.
Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research.
Active learning: effects of core training design elements on self-regulatory processes, learning, and adaptability.
Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis
Effects of coping skills training on generalized self-efficacy and locus of control.
  • R. E. Smith
  • Psychology, Medicine
  • Journal of personality and social psychology
  • 1989
...
1
2
3
4
5
...