Can Measuring Psychosocial Factors Promote College Success?

Autor/inn/en	Allen, Jeff; Robbins, Steven B.; Sawyer, Richard
Titel	Can Measuring Psychosocial Factors Promote College Success?
Quelle	In: Applied Measurement in Education, 23 (2010) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
Schlagwörter	Institutional Research; Academic Persistence; Validity; At Risk Students; School Holding Power; Academic Achievement; Predictor Variables; Outcomes of Education; Identification; Measures (Individuals); Intervention; Student Adjustment; Meta Analysis; Statistical Analysis; Dropouts; Academic Failure + Suchen Sie Ihr Suchwort? Institutionelle Forschung; Gültigkeit; Schulleistung; Prädiktor; Lernleistung; Schulerfolg; Identifikation; Identifizierung; Messdaten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Meta-analysis; Metaanalyse; Statistische Analyse; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	Research on the validity of psychosocial factors (PSFs) and other noncognitive predictors of college outcomes has largely ignored the practical benefits implied by the validity. We summarize evidence of the validity of PSF measures as predictors of college outcomes and then explain how this validity directly translates into improved identification of high-risk students and improvements in academic success and persistence rates. We discuss how the value of measuring PSFs hinges on the effectiveness of institutional support programs designed to help high-risk students. We recommend that postsecondary institutional research focus on the net effect of systems for identifying and intervening with high-risk students. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10