Do Noncognitive Interventions Enhance Community College Student Success? A Systematic Review and Meta-Analysis

• In Event: 52.078 - Recent Reviews in Education

Abstract

Low rates of persistence and achievement of community college students are perennial issues in higher education. A viable solution that has been explored in the literature is the use of programs and interventions that tap psychosocial or noncognitive processes to promote student motivation, self-perceptions, and self-regulation, which in turn improve achievement and persistence. Although previous evaluation research has accumulated on this topic, a systematic review and meta-analysis on this topic has yet to be conducted. Our review synthesized over 60 relevant studies and aggregated previous findings, revealing effects ranging from d = .19 to .27 on achievement and persistence at the community college level. Implications for research and practice for the community college field are discusse

Authors

• Carlton J. Fong, Texas State University

• Youngwon Kim, University of Washington - Seattle

• Sammi Morrill, The University of Texas - Austin

• Shengjie Lin, The University of Texas - Austin

• Theresa V. Hoang, Texas State University

• Wonsun Ryu, The University of Texas - Austin