Academic Coaching: Assessing a Higher Education Intervention Within a Self-Regulated Learning Framework

• In Event: 34.051 - Collegiate Environments and Student Learning

Abstract

Higher education programs and initiatives promoting academic success have received increasing attention among policy makers, researchers, and practitioners (Bettinger & Baker, 2014; Brock, 2010; Demetriou & Schmitz-Sciborski 2011). Academic coaching is a form of student support that uses non-hierarchical collaboration to improve students’ self-awareness, self-regulation, problem-solving skills, and goal attainment (Richman, Rademacher & Maitland, 2014). This study conducted a randomized control trial to examine the impact of academic coaching on students’ metacognitive awareness and self-regulated learning, factors predictive of academic achievement (Bruijn-Smolders, Timmers, Gawke, Schoonman, & Born, 2016; Gynnild, Holstada, & Myrhaug, 2008; Pintrich, 2004; Tuckman, 2003; Wolters & Hussain, 2015). Results suggest in-person and online academic coaching are effective interventions that improve students’ skill sets in these areas.

Authors

• Marc Alan Howlett, University of North Carolina - Chapel Hill

• Melissa McWilliams, University of North Carolina - Chapel Hill

• Conor O'Neill, Duke University

• Kristen Rademacher, University of North Carolina - Chapel Hill

• Theresa Maitland, University of North Carolina - Chapel Hill

• Kimberly Abels, University of North Carolina - Chapel Hill

• Cynthia Demetriou, University of North Carolina- Chapel Hill

• A. T. Panter, University of North Carolina - Chapel Hill