Influences of State-Level Policies and Practices on College Students' Learning

Hearn, James C.; Holdsworth, Janet M.

doi:10.1207/s15327930pje7703_2

Cited by 20 publications

(23 citation statements)

References 21 publications

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“…To counter these problems, researchers have suggested the tying of federal (Stedman, 2003) and state (Hearn & Holdsworth, 2002) funding to outcomes of higher education.…”

mentioning

confidence: 99%

Unraveling the differential effects of motivational and skills, social, and self-management measures from traditional predictors of college outcomes.

Robbins

Allen

Casillas

et al. 2006

Journal of Educational Psychology

248

283

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The authors report on a large-scale study examining the effects of self-reported psychosocial factors on 1st-year college outcomes. Using a sample of 14,464 students from 48 institutions, the authors constructed hierarchical regression models to measure the predictive validity of the Student Readiness Inventory, a measure of psychosocial factors. Controlling for institutional effects and traditional predictors, the authors tested the effects of motivational and skill, social, and self-management measures on academic performance and retention. Academic Discipline was incrementally predictive of academic performance (grade-point average) and retention. Social Activity and Emotional Control also helped predict academic performance and retention, whereas Commitment to College and Social Connection offered incremental prediction of retention. This study elaborates recent meta-analytic findings (S. Robbins et al., 2004), demonstrating the salience of a subset of motivational, social, and self-management factors. Future research questions include how measures of psychosocial factors can be used to aid students, the salience of these measures over the entire college experience and for predicting job performance, and the need for testing theoretical models for explaining postsecondary educational outcomes incorporating traditional, motivational, self-management, and social engagement factors.With the scheduled revamping of the Higher Education Act, the accountability of postsecondary institutions for student academic performance and dropout has received much attention in professional reports as well as popular and research literatures (is concern that college students are ill prepared to meet the hurdles they face upon entry into college. To counter these problems, researchers have suggested the tying of federal (Stedman, 2003) and state (Hearn & Holdsworth, 2002) funding to outcomes of higher education.In practice, prediction of college success has largely centered on high-stakes testing. In many 4-year colleges and universities, there are many more applicants than spots, and high school academic performance and standardized achievement test scores are heavily weighted in admission decisions. A significant debate is occurring over how these indicators should be used. It has been argued that certain groups are disadvantaged by standardized test scores

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“…To counter these problems, researchers have suggested the tying of federal (Stedman, 2003) and state (Hearn & Holdsworth, 2002) funding to outcomes of higher education.…”

mentioning

confidence: 99%

Unraveling the differential effects of motivational and skills, social, and self-management measures from traditional predictors of college outcomes.

Robbins

Allen

Casillas

et al. 2006

Journal of Educational Psychology

248

283

View full text Add to dashboard Cite

show abstract

“…The rising cost of developmental education is a major concern to higher education leaders (Hearn & Holdsworth, 2002). There are many views to consider when looking at developmental education from a cost perspective.…”

Section: Developmental Education Costsmentioning

confidence: 99%

“…In the community college arena, those who teach the subjects realize the need and the importance of such courses. In the political arena, legislators feel that developmental education is a repeat of what the public schools failed to teach (Hearn & Holdsworth, 2002). Regardless of individual point of view, the need for developmental education, and its corresponding cost, is ever growing.…”

Section: Developmental Education Costsmentioning

confidence: 99%

Developmental Education in Arkansas: Practices, Costs, and a Model Approach

Carroll

Kersh

Sullivan

et al. 2012

Community College Journal of Research and Practice

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“…Departmental administrators play a vital role in such an effort by working with their chief academic affairs officer and other academic affairs officers to formulate mechanisms that allow faculty members to document their work that affects student learning (Del Favero, 2002). Hearn and Holdsworth (2002) carefully point out that indirect best describes the influence of state-level policies and practices on student learning as institutional leaders and faculty play the key roles. Moreover, the college or university as an organization serves a mediating function between the enactment of such state-level policies and practices and individual college and university faculty members.…”

Section: Administrative Behaviors In Academic Departmentsmentioning

confidence: 99%

Higher Education

2008

Handbook of Theory and Research

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Influences of State-Level Policies and Practices on College Students' Learning

Cited by 20 publications

References 21 publications

Unraveling the differential effects of motivational and skills, social, and self-management measures from traditional predictors of college outcomes.

Unraveling the differential effects of motivational and skills, social, and self-management measures from traditional predictors of college outcomes.

Developmental Education in Arkansas: Practices, Costs, and a Model Approach

Higher Education

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