Early Intervention to Support the Academic Recovery of First-Year Students at Risk of Non-Continuation

Autor/inn/en	Lizzio, Alf; Wilson, Keithia
Titel	Early Intervention to Support the Academic Recovery of First-Year Students at Risk of Non-Continuation
Quelle	In: Innovations in Education and Teaching International, 50 (2013) 2, S.109-120 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2012.760867
Schlagwörter	Early Intervention; At Risk Students; College Freshmen; Educational Innovation; Academic Advising; Developmental Studies Programs; School Holding Power; Academic Persistence; Self Management; Cohort Analysis; Introductory Courses; Psychology; Interviews; Foreign Countries; Academic Achievement; Workbooks; Outcomes of Education; Australia + Suchen Sie Ihr Suchwort? Studienanfänger; Instructional innovation; Bildungsinnovation; Akademischer Rat; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Selbstmanagement; Kohortenanalyse; Einführungskurs; Psychologie; Interviewing; Interviewtechnik; Ausland; Schulleistung; Arbeitsbuch; Lernleistung; Schulerfolg; Australien
Abstract	The widening participation agenda and related concerns about student retention require a more systematic focus on supporting student success. This paper describes a process designed with the dual goals of supporting the short-term academic recovery of students at risk of non-continuation due to early difficulties with assessment and developing their ongoing capabilities for self-regulation around challenging assessment tasks. Commencing students who failed or marginally passed their first piece of university assessment were invited to participate in a two-stage process: independently completing a reflective workbook designed to help them understand the reasons for their assessment performance, followed by a structured consultation with their tutor to identify improvement goals and strategies. Students undertaking the academic recovery process achieved higher pass rates for the second assessment item and for the course overall than a comparative group of students who did not participate. Findings indicate that a self-regulation-based intervention can contribute to students' academic persistence and success. Importantly, students experienced the intervention as providing insight into their underperformance on assessment and developing their capacity for metalearning. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10