Using an Identity-Based Relevance Intervention to Support Developmental Community College Students' Educational Commitment and Motivation

• In Event: Poster Session 14
  In Poster Session: Goals, Mind-Sets, and Motivation

Abstract

This study investigated the effectiveness of an identity-based relevance writing intervention for supporting developmental community college students’ (N = 52) educational commitment and motivation. The intervention was embedded in three of four study-skills course sections. Students in the fourth section served as the control group. Results indicated that the intervention group made more in-depth identity connections than the control group. Importantly, the intervention group had greater educational value and commitment compared to the control group at follow-up. However, there were no differences between the intervention group and control on later course enrollment. This study offers preliminary, yet promising, evidence that an identity-based relevance-writing intervention may be effective in supporting developmental community college students’ persistence in their academic goals.

Authors

• Tony Perez, Old Dominion University

• Kristen H. Gregory, East Carolina University

• Peter Baker, Old Dominion University