The Relationship of Quality of Effort and Estimate of Knowledge Gain among Community College Students

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“…Examples of individual studies supporting the predictive validity of specific dimensions of good practices operationalized in this investigation include student-faculty contact (Anaya, 1999;Frost, 1991;Kuh and Hu, 1999;Terenzini and others, 1994); cooperation among students (Cabrera and others, 2002;Smith, 1998a, 1998b;Qin, Johnson, and Johnson, 1995;Terenzini and others, 2001); active learning/time on task (Astin, 1993;Ethington, 1998;Grayson, 1999;Hagedorn, Siadat, Nora, and Pascarella, 1997;Hake, 1998;Johnstone, Ashbaugh, and Warfield, 2002;Kuh, Pace, and Vesper, 1997;Watson and Kuh, 1996); high expectations (Arnold, Kuh, Vesper, and Schuh, 1993;Astin, 1993;Bray, Pascarella, and Pierson, 2004;Whitmire and Lawrence, 1996); quality of teaching and prompt feedback (d' Apollonia and Abrami, 1997;Feldman, 1994Feldman, , 1997Hines, Cruickshank, and Kennedy, 1985;Pascarella and others, 1996a;Wood and Murray, 1999); influential interactions with other students (Astin, 1993;Davis and Murrell, 1993;Douzenis, 1996;Inman and Pascarella, 1998;Volkwein and Carbone, 1994;Whitt and others, 1999); and supportive campus environment (Carini and Kuh, 2003;Davis and Murrell, 1993;Graham, 1998;Ku...…”

A Study Strategies Self-Efficacy Instrument for Use with Community College Students

“…In addition, we thought that a community college population would be appropriate for such an assessment. A recent study by Douzenis (1997) found that degree and quality of effort in academic activities was related to community college students' estimates of knowledge gained. Because a history of academic struggles is a common reason why students choose to attend community colleges as opposed to 4-year colleges, these students typically will be in need of some type of study strategy intervention before they can put forth quality effort.…”