Date of Award
2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
Student retention has been of increasing concern for college and university administrators for over the last 20 years, but the need for more effective strategies to address retention issues has never been more of a pressing matter than it is today (Allen, D. F. & Bir, 2012). Some research (Bettinger & Baker, 2011; Dansinger, 2000; Griffiths, 2012; Knight, 2012) has identified peer academic success coaching as potential intervention strategy to address the retention issue in higher Education. Relatively few studies have addressed the assessment of these coaching interventions and the majority have been qualitative in nature. The purpose of this study was to determine the effects of academic success coaching programs on student success in the first year of college. The theories used to frame this study were Banduras self-efficacy theory, Zimmermans self-regulated learning theory, Locke and Lathams goal-setting theory, and positivePsychology. The results from this quantitative, quasi-experimental study indicated that students who were participants in academic success coaching did increase in their self-efficacy score, had higher semester GPAs, and persisted at higher rates than students without coaching, but the results were non-significant. Participation in coaching was not a predictor of persistence, although semester GPA with a significant predictor of retention to the Spring semester.
Recommended Citation
Minglin, Mark A., "The Effects Of Academic Success Coaching On First-Year Students" (2019). All-Inclusive List of Electronic Theses and Dissertations. 1745.
https://scholars.indianastate.edu/etds/1745