Intervention Effects on College Performance and Retention as Mediated by Motivational, Emotional, and Social Control Factors: Integrated Meta-Analytic Path Analyses
Journal of Applied Psychology 2009, Vol. 94, No. 5, 1163-1184
22 Pages Posted: 26 Feb 2014
Date Written: 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 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.
Keywords: interventions, psychosocial factors, college outcomes, academic performance, academic retention
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