9. Perceived Academic Control
DEF: “… students’ perceived influence over
“and responsibility for
“their own academic performance
that involves
1. “a perceived contingency between the
student’s actions (e.g. studying)
2. “and subsequent academic success or
failure”
(Perry et al., 2005)
9
10. Academic Control
May contribute more to college
students’ GPA
than critical thinking skills
(Stupinsky, Renaud, Daniels, Haynes, & Perry,
2008).
Low academic control is associated with a
helpless response to
stressful or challenging situations
(Perry, 2003).
10
11. Academic Control
High perceived control students
(compared to low-control peers)
work harder,
report lower levels of anxiety and
boredom,
react to setbacks with greater resilience,
use more effective cognitive strategies
Cassidy & Eachus, 2000; DasGupta, 1992;
Perry et al., 2005; Stupinsky et al., 2008
11
12. Engaged Learning
DEF: “Self-regulated learners who
“monitor their own comprehension of
material,
“initiate conversations with faculty
about course topics,
“exceed minimal course expectations,
Astin, 1993; Carini, Kuh, & Klein,
2006; Fredricks, Blumenfeld, & Paris,
2004; Svanum & Bigatti, 2009
12
13. Engaged Learning
A product (not a sum) of
motivation and
active learning.
(Barkley, 2010)
Mindful processing with deep learning
resulting from
1. making personally relevant connections to
new material
2. formulating connections between previous
knowledge and unfamiliar information
(Langer, 1997; Tagg, 2003).
13
14. Consider
SAT + HS
GPA best
predict first
year GPA
But not FY
persistence
r
Organizational skills 0.366
Academic self-efficacy 0.359
Academic goals 0.27
Institutional commitment 0.262
Social support 0.257
High school GPA 0.246
Institutional selectivity 0.238
SES 0.228
Social involvement 0.216
Financial support 0.188
ACT/SAT scores 0.124
Achievement motivation 0.066
General self-concept 0.05
Institutional size 0.01
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004).
Do psychosocial and study skill factors predict college outcomes? A meta-analysis.
Psychological bulletin, 130(2), 261.
14
15. Academic
Competence
Students’
self-assessed
academic
competence
Performance Indicator Beta
Perceived Support Breadth .31
Cognitive Engagement .24
Academic Engagement .16
Institutional Challenge .16
Diverse Interactions .06
Peers’ Cog Engagement .04
Coherent First Year .03
Faculty Development .03
Out-of-Class Engagement -.03
Prepared Faculty -.06
Reason, R. D., Terenzini, P. T., & Domingo, R. J. (2006). First
Things First: Developing Academic Competence in the First Year
of College*. Research in Higher Education, 47(2), 149-175.
15
17. Common Themes
Get better grades
Know the ‘Secrets’
Beat the ‘System’
And … ‘Never let them see you sweat’
17
18. Yet…
Without perceived control
“…those students who are most in need of
effective teaching are least likely to benefit
from it”
Perry et al., 2001
“…the widespread approach to enhancing
learning through separate study skills
courses is ineffective,
Wingate, U. (2006). Doing away with ‘study skills’. Teaching
in Higher Education, 11(4), 457
18
19. SCOPES Birth and Growth
MBHE Heritage
April 2012
Paper/pencil profiles
Aug 2012
Online profiles grades 5-12
Nov 2012
College profiles
Dec 2012
SPORTS-SCOPES
19
28. Session Goals
Add ‘1 Thing Extra’
Then ‘Win the Day’
GROW-SMART tactics
Specific
Measureable
Attainable
Resourced
Timely
28
29. Process Goals
Expand student awareness of learning
ecology
Sleep, diet, hydration, exercise, stress
Gradually shift bias for action
from coach to student
Remove parents from hands-on
homework tasks
Embrace mistakes
even minor/moderate failure
29
30. Ultimate Process Goal
Shift motivation orientation
from grades
to ‘interest’
Topic is ‘boring’?
then onus on student to find/create
personally interesting elements.
30
33. Initial Predictions Confirmed
Negative
Majority report ‘unsure what/how to study’
Some parents won’t tolerate ‘learn from failure’
Pervasive comorbidity;
Often (mis) attributed to motivation and/or
virtue flaws.
33
34. Unexpected Research Findings
Pervasive sleep deficits middle/high school
students
Pervasive test/grade anxiety by college-age
Asymptomatic students with high risk scores
at screening
generalized anxiety
bullying
meds‘ issues
good grades yet minimal enjoyment
34
35. Pervasive Comorbidity
35
2-5
33%
5+
65%
Number of MODERATE
Risk Factors
Per Student
% of students
2-5
63%
5+
14%
Number of HIGH
Risk Factors
Per Student
% of students
SCOPES data extract 4/2/2013 n=53
36. Unexpected Findings
Positive
Most students candid
Most students solid self-awareness of
strengths and challenges
as young as age 9
Most students know better than
parents or teachers
yet seldom asked
36
37. What Doesn’t ‘Work’
GPA ‘rescues’
better to triage short-term obstacles to
sleep, emotional balance
while strengthening long-term skill base
Contracts, threat of punishment, lure of
rewards (eg, ‘new car for straight As’)
frequent 1st response from parents,
educators, coaches (and some therapists)
yet generally viewed by teens as coercive
thus DECREASING perceived control
increases incentive to cheat and obfuscate
37
38. What Doesn’t ‘Work’
Pep talks
positive or negative
Expecting a ‘coaching’ solution to succeed
with a ‘training’ problem
the burden of ‘has the ability…’
walk a mile in students’ shoes
Expecting medication to solve a non-medical
problem
yet widespread gray/black market in
35-60% of college-aged students
Graf, W. D., Nagel, S. K., Epstein, L. G., Miller, G., Nass, R., & Larriviere, D.
(2013). Pediatric neuroenhancement Ethical, legal, social, and
neurodevelopmental implications. Neurology.
38
40. Why SCOPES
Evidence-based
follows MBHE principles
Student-centered
end-goal is growth, not trophy
‘teach a child to fish, feed them for a lifetime’
Family involvement
parents to supervise homework, but not participate
in-class ‘study skills’ workshops show limited efficacy
therefore parent-as-brain-coach only viable option
Affordable
40
