Monica L. Heller & Jerrell C. Cassady Ball State University, Muncie, IN.

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)


Social Cognitive Theoretical ModelBandura (1986; 1997; 1999)

ACHIEVEMENT


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)



▫Personal Factors:▫Motivation ▫Intrinsic ▫Extrinsic▫Value-beliefs toward tasks▫Self-Efficacy

▫Academic-Related Anxieties▫Test Anxiety▫General forms of Academic Anxiety



▫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


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)


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?


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


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)


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)


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)


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


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*)


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



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*




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



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


Revisiting the Social Cognitive Model

ACHIEVEMENT


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


Contact Information

Monica L. Heller: [email protected]

Jerrell C. Cassady: [email protected]

Center for Technology in Education

Research Design Studio

Monica L. Heller & Jerrell C. Cassady Ball State University, Muncie, IN.

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