Post on 30-Dec-2015
Predicting Community College and University Student Success:
A Test of the Triadic Reciprocal Model
for Two Populations
Monica L. Heller & Jerrell C. Cassady
Ball State University, Muncie, IN
Copyright © Allyn & Bacon 2011
Attrition Rates in U.S. Higher Education after 1st year:▪ 4-year public institutions: 35%
▪ 2-year public institutions: 45%
Graduation Rates in U.S. Higher Education*:• 4-year public institutions: 36%
• 2-year public institutions: 23% *5 years for 4-year degree; 3 years for 2-year degree
A Persisting Concern
(ACT, 2013)
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Social Cognitive Theoretical ModelBandura (1986; 1997; 1999)
ACHIEVEMENT
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Factors that Influence Achievement
▫Environmental Factors: ▫SES of student, parental-education level
▫School type (2-year vs. 4-year)
▫SES at the school level
▫Social and institutional engagement, available resources
▫Social Barriers (e.g., transportation, employment, family responsibilities)
Copyright © Allyn & Bacon 2011
Factors that Influence Achievement
▫Personal Factors:▫Motivation ▫Intrinsic ▫Extrinsic▫Value-beliefs toward tasks▫Self-Efficacy
▫Academic-Related Anxieties▫Test Anxiety▫General forms of Academic Anxiety
Copyright © Allyn & Bacon 2011
Factors that Influence Achievement
▫Behavioral Factors ▫Cognitive/Metacognitive Learning Strategies▫Rehearsal ▫Elaboration▫Critical Thinking▫Organization▫Self-Regulation
▫Resource Management Learning Strategies▫Management of time & study environment ▫Effort Regulation▫Seeking help from and interacting with others
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What distinguishes Community College from Traditional 4-year Students?
Low income / SESFirst- GenerationEthnic MinorityNon-traditionalPart-time statusEmployed full-timeReside off campus
Academically less prepared
Reduced self-regulation skills
Less efficient study skills Greater social barriers Fewer resources for
successful navigation of college
Lower Graduation/Persistence
(American Association of Community Colleges, 2014; Community College Research Center; Wyner, 2012; Scherer & Anson, 2014)
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Research Questions
1. What are the observed differences between community college and 4-year university students among these factors?- Environmental Factor - Behavioral Factors - Personal Factors - Achievement outcomes
2. What are the influences of the environmental, behavioral and personal factors on achievement (i.e., GPA) in community college and 4-year university students?
Copyright © Allyn & Bacon 2011
Methods: Participants 728 students from 2 public, U.S. Midwestern institutions
4-year: 317 ; 2-year: 411
Demographics4-Year Institution
82% Female Age Range: 18-23; M=
19.7 Ethnicity:
90% White 4% Black 2% Hispanic 2% Multi-ethnic
2-Year Institution 66% Female Age Range: 18-23; M=
19.7 Ethnicity:
87% White 5% Black 3% Hispanic 4% Multi-ethnic
Copyright © Allyn & Bacon 2011
Methods: Measures
Motivated Strategies for Learning Questionnaire (MSLQ)(Pintrich, Smith, Garcia, & McKeachie, 1991) 81 self-report items (15 subscales) on student
motivation, anxiety & learning strategies toward their academic work
Reliability estimates for all subscales: α ≥ .70
Academic Anxiety Scale: (Cassady, 2010) 11-item scale measuring anxiety experienced in
response to academic environment & demands Reliability estimate: α = .87
Achievement outcome variable: Cumulative GPA (on 4.0 scale)
Copyright © Allyn & Bacon 2011
Variables Investigated Environmental Factor:
School Type (Community College, 4-Year University)
Behavioral Factors: Resource Management Strategies (MSLQ) Cognitive-Metacognitive Strategies (MSLQ)
Personal Factors: Internal Goal Orientation (motivation; MSLQ) External Goal Orientation (motivation; MSLQ) Control over Learning Beliefs (motivation; MSLQ) Self-Efficacy (motivation; MSLQ) Task Value (motivation; MSLQ) Test Anxiety (MSLQ) Academic Anxiety (Academic Anxiety scale)
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Examining Group Differences
MANOVA revealed: Multivariate effect of School Type F (1, 717) = 30.34, p = .000, η2 = .30
Discriminant Analysis revealed: λ = .703, p = .000 Of the 17 variables, 3 contributed to group
differences▪ Cumulative GPA (r = .70)▪ External Goal Orientation (motivation) (r = -.44)▪ Academic Anxiety (r = .20)
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Examining Group Differences
External Goal Orientation
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
5.895.31
Academic Anx-iety
0.0
1.0
2.0
3.0
4.0
1.76 1.92
Cumulative GPA0.0
1.0
2.0
3.0
4.0
2.28
3.21 2-Year Students 4-Year Students
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What influences GPA for all students?*p < .05, **p < .01 4-Year = 1 , 2-Year = 0
Block 1: School Type R2=.17** School Type (β = .41**)
Block 2: Behavioral R2=.18* School Type (β = .43**) Resource Management (β = .10*)
Block 3: Personal (Motivation) R2= .18 School Type (β = .42**) Resource Management (β = .10*)
Block 4: Personal (Anxiety) R2= .19
School Type (β = .41**) Resource Management (β = .11*) Test Anxiety (β = .09*)
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Regression Model 2-Year(n=411)
4-Year(n=317)
Block 1: Behavioral Factors R2 = .01 R2 = .01
Resource Management β = .13 β = .12
Cognitive Metacognitive SR β = -.03 β = -.05
Using SCT model to Predict Achievement*p < .05, **p < .01
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Regression Model 2-Year(n=411)
4-Year(n=317)
Block 2: Personal Factors (Motivation) R2 = .02 R2 = .09**
Resource Management β = .12 β = .06 Cognitive Metacognitive SR β = -.07 β = .05 Control over Learning Beliefs β = .06 β = -.04 External Goal Orientation β = .03 β = -.21** Internal Goal Orientation β = -.01 β = -.02 Self-Efficacy β = -.05 β = .34** Task Value β = .06 β = -.18*
Using SCT model to Predict Achievement*p < .05, **p < .01
Copyright © Allyn & Bacon 2011
Regression Model 2-Year(n=411)
4-Year(n=317)
Block 3: Personal Factors (Anxiety) R2 = .04 R2 = .13**
• Resource Management β = .18** β = .00• Cognitive Metacognitive SR β = -.11 β = .09• Control over Learning Beliefs β = .03 β = -.04• External Goal Orientation β = -.05 β = -.14* • Internal Goal Orientation β = -.01 β = .01• Self-Efficacy β = .08 β = .22*• Task Value β = .04 β = -.18*• Academic Anxiety β = .09 β = -.24**• Test Anxiety β = .11 β = -.00
Using SCT model to Predict Achievement*p < .05, **p < .01
Copyright © Allyn & Bacon 2011
Conclusions
“One Size Fits All” approach not appropriate
Targeted approaches for orientation, freshman success courses, advising, and interventions
Social context & barriers; Institutional
resources
Study & learning strategies
Motivation
Academic-related anxieties
Copyright © Allyn & Bacon 2011
Revisiting the Social Cognitive Model
ACHIEVEMENT
Copyright © Allyn & Bacon 2011
Conclusions
“One Size Fits All” approach not appropriate
Targeted approaches for orientation, freshman success courses, advising, and interventions
Social context & barriers; Institutional
resources
Study & learning strategies
Motivation
Academic-related anxieties
Copyright © Allyn & Bacon 2011
Contact Information
Monica L. Heller: mlheller@bsu.edu
Jerrell C. Cassady: jccassady@bsu.edu
Center for Technology in Education
Research Design Studio