Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-19T20:56:32.932Z Has data issue: false hasContentIssue false
  • English
  • Français

Thirty years of academic performance-enhancement with university students: Where have we been, where are we going?

Published online by Cambridge University Press:  29 October 2015

Anthony M. Grant
Anthony M. Grant*
Affiliation:
Department of Psychology, University of SydneySYDNEY New South Wales 2006
*
Department of Psychology, University of Sydney, SYDNEY New South Wales 2006, Phone: 02 9351 6792, Fax: 02 9351 2603, E-mail: [email protected]
Get access

Abstract

A number of reviews and meta-analyses in the past 30 years have described and evaluated interventions designed to enhance ocademic performance in university undergraduates. Reviewers’recommendations, however, have often remained unimplemented. This meta-review of reviews and meta-analyses of interventions published in the academic literature between 1969 and 1999 was aimed to determine which kinds of interventions have been successful in enhancing academic performance, to identify methodological shortcomings, and to suggest directions for future research and teaching practice. It was found that interventions are often successful at enhancing performance, with the recent trend towards cognitive-behavioural or metacognitive interventions showing most promise. However, there are widespread methodological shortcomings in the reviewed literature. Key recommendations for future research include random allocotion to treatment and control groups, the use of volunteer populations, exclusion of first semester students as research participants, use of nonanalogue outcome measures, and reporting of effect sizes rather than reliance solely on statistical significance as the index of success. A teaching style that fosters the use of metacognitive and self-directed learning strategies may further enhance contemporary teaching practice.

Keywords

Academic PerformanceInterventionImplementation of Recommended PracticeMethodologyPerformance EnhancementStudy SkillsUniversity StudentsTest Anxiety
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 17 , Issue 2 , 2000 , pp. 7 - 23
Copyright
Copyright © Australian Psychological Society 2000

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abel, W.H. (1967). Group counseling and academic rehabilitation of probationary transfer students. Journal of College Student Personnel, 8, 185–188.Google Scholar
Allen, G.J. (1971). Effectiveness of study counseling and desensitization in alleviating test anxiety in college students. Journal of Abnormal Psychology, 77(3), 282–289.CrossRefGoogle ScholarPubMed
Allen, G.J. (1972). The behavioral treatment of test anxiety: Recent research and future trends. Behavior Therapy, 3(2), 253–262.Google Scholar
Bednar, R.L., & Weinberg, S.L. (1970). Ingredients of successful treatment programs for underachievers. Journal of Counseling Psychology, 17, 1–7.CrossRefGoogle Scholar
Biggs, J. (1982). Student motivation and study strategiesin University and College of Advanced Education Populations. Higher EducationResearch and Development, 1(1), 33–55.Google Scholar
Boekaerts, M. (1997). Self-regulated learning - A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning & Instruction, 7(2), 161–186.Google Scholar
Chestnut, W.J. (1965). The effects of structured and unstructured group counseling on male college students’ underachievement. Journal of Counseling Psychology, 12, 388–394.Google Scholar
Claxton, G. (1999). Wise up: The challenge of lifelong learning. New York, NY: Bloomsbury Publishing Google Scholar
Cohen, J. (1977). Statistical power analysis for the behavioral sciences. New York: Academic Press.Google Scholar
Collins, K.W. (1981). Control of concentration during academic tasks. Journal of Educational Psychology, 73(1), 122–128.CrossRefGoogle Scholar
Corno, L., & Mandinach, E.B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88–108.Google Scholar
Dickinson, W.A., & Tmax, C.B. (1966). Group counseling with college underachievers. Personel and Guidance Journal, 45, 243–247.Google Scholar
Doctor, R.M., Aponte, J., Burry, A., & Welch, R. (1970). Group counseling versus behavior therapy in treatment of college underachievement. Behaviour Researchand Therapy, 8, 87–90.CrossRefGoogle ScholarPubMed
Donner, L., & Guerney, B.G. (1969). Automated group desensitization for test anxiety. Behaviour Research and Therapy, 7, 1–14.CrossRefGoogle ScholarPubMed
Ewing, T.N., & Gilbert, W.M. (1967). Controlled study of the effects of counseling on the scholastic achievement of students of superior ability. Journal of Counseling Psychology, 14, 235–239.CrossRefGoogle Scholar
Febbraro, G.A.R., & Cium, G.A. (1998). Meta-analytic investigation of the effectiveness of self-regulatory components in the treatment of adult problem behaviors. ClinicalPsychology Review, 18(2), 143–161.Google Scholar
Garcia, T. (1995). The role of motivational strategies inself-regulated learning. New Directions for Teaching & Learning. 42(63), 29–35 Google Scholar
Garcia, T. & Pintrich, P.R. (1991, April 3-7). Student motivation and self-regulated learning: A LISREL Mode. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.Google Scholar
Garlington, W.K., & Cotler, S.B. (1968). Systematic desensitization of test anxiety. Behaviour Research & Therapy, 6(3), 247–256.Google Scholar
Hadwin, A.F., & Winne, P.H. (1996). Study strategies have meger support: A review with recommendations for implementation. Journal of Higher Education, 67(6), 692–715.Google Scholar
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99–136.CrossRefGoogle Scholar
Heaps, R.A., Rickabaugh, K., & Fuhriman, A. (1963). Academic recovery and client perceptions of group counselors. Psychological Reports, 30, 691–694.Google Scholar
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58(1), 47–77.CrossRefGoogle Scholar
Holroyd, K.A. (1976). Cognition and desensitization in the group treatment of test anxiety. Journal of Consulting & Clinical Psychology, 44(6), 991–1001.Google Scholar
Hussian, R.A., & Lawrence, P.S. (1978). The reduction of test, state, and trait anxiety by test-specific and generalized stress inoculation training.Cognitive Therapy & Research, 2(1), 25–37.CrossRefGoogle Scholar
Ihli, K.L., & Garlington, W.k. (1961). A comparison of group versus individual desensitization of test anxiety. Behaviour Research and Therapy, 7, 207–209.Google Scholar
Jones, J.J. (1992). Effects of a multicomponent cognitive-behavioral group intervention on the generalization of self-control behaviors across settings. Dissertation Abstracts International, 52(11–B), 6086.Google Scholar
Keiny, S., & Dreyfus, A. (1989). Teacher’s self-reflection and a prerequisite to their professional development. Journal of Education for Teaching, 15(1), 53–63.Google Scholar
Kiewra, K.A., & Benton, S.L. (1987). Effects of note-taking, the instructor’s notes andhigher-order practice questions on factual and higher-order learning. Journalof Instructional Psychology, 14(4), 186–194.Google Scholar
Kirschenbaum, D.S., & Perri, M.G. (1982). Improving academic competence in adults: A review ofrecent research. Journal of Counseling Psychology, 29(1), 76–94.Google Scholar
Laxer, R.M., Quarter, J., Kooman, A., & Walker, K. (1969). Systematic desen sitization and relaxation of high-test-anxious secondary school students. Journal of Counseling Psychology, 16(5, Pt. 1), 446–451. Google Scholar
Laxer, R.M., & Walker, K. (1970). Counterconditioning versus relaxation in the desensitisationof test anxiety. Journal of Counseling Psychology, 16, 431–436.Google Scholar
LeMay, M.L., & Weigel, R.G. (1966). Group counseling with high and low ability freshmen. Journal of Educational Research, 59, 429.Google Scholar
Lemon, A.C. (1927). An experimental study of guidance and placementin the lowest decile of the Iowa Qualifying Exam, 1925. Studies in Education.Iowa City, University of Iowa Google Scholar
Manning, B.H., & Payne, B.D. (1996). Self-talk for teachers and students: Metacognitive strategies for personal and classroom use. New York: Allyn & Bacon.Google Scholar
Martin, J., & Norris, S. (1985). Teaching self-instruction to high school students. International Journal for the Advancement of Counselling, 5(4), 341–353.Google Scholar
McCordick, S.M., Kaplan, R.M., Finn, M.E., & Smith, S.H. (1979). Cognitive behavior modification and modelling for test anxiety. Journal of Consulting &Clinical Psychology, 47(2), 419–420.Google Scholar
McManus, M. (1971). Group desensitization of test anxiety. Behaviour Research and Therapy, 9, 51–56.Google Scholar
Mealey, D.L. (1990). Understanding the motivation problems of at-risk college students. Journal of Reading, 33(8), 598–601.Google Scholar
Meichenbaum, D.H. (1972). Cognitive modification of test anxious college students. Journal of Consulting & Clinical Psychology, 39(3), 370–380.Google Scholar
Mitchell, K.R., & Piatkowska, O.E. (1974). Effects of group treatment for college underachievers and bright failing underachievers. Journal of Counseling Psychology, 21(6), 494–501.Google Scholar
Neck, C.P., & Manz, C.C. (1996). Thought self-leadership: The impact of mental strategies training on employee cognition, behavior, and affect. Journal of Organizational Behavior, 17(b), 445–467.Google Scholar
Robinson, F. (1949). Effective study. New York: Harper.Google Scholar
Rosin, L., & Nelson, W.M. (1983). The effects of rational and irrational self-verbalizations on performance efficiency and levels of anxiety. Journal of Clinical Psychology, 39(2), 208–213.3.0.CO;2-S>CrossRefGoogle ScholarPubMed
Roth, R., Mauksch, H., & Peiser, K. (1967). The non-achievement syndrome, group therapy, and achievement change. Personnel and Guidance Journal, 46, 393–398.Google Scholar
Spielberger, C.D., Weitz, H., & Denny, J.P. (1962). Group counseling and the academic performance of anxious college freshmen. Journal of Counseling Psychology, 9, 195–204.CrossRefGoogle Scholar
Stark, S. (1994). A nurse tutor’s experience of personal and professional growth through action research. Journal of Advanced Nursing, 19, 579–584.Google Scholar
Sternberg, R.J. (1997). The concept of intelligence and its role in lifelong learning and success. American Psychologist, 52(10), 1030–1037.CrossRefGoogle Scholar
Teahan, J.E. (1966). Effect of group psychotherapy on academic low achievers. International Journal of Group Psychotherapy, 16, 78–85.Google Scholar
Thomas, P.R., & Fogarty, G.J. (1997). Psychological skills training in golf: The role of individual differences in cognitive preferences. Sport Psychologist, 11(1), 86–106.Google Scholar
Tryon, G.S. (1980). The measurement and treatment of testanxiety. Review of Educational Research, 50(2), 343–372.Google Scholar
Wine, J.D. (1980). Cognitive-attentional theory of test anxiety. In Sarason, I. G. (Ed.), Test anxiety: Theory, research, and applications (pp. 349–358). Hillsdale NJ: Erlbaum.Google Scholar
Wolf, F.M. (1986). Meta-analysis: Quantative methods for research synthesis. London: Sage Publications.Google Scholar
Wolpe, J. (1961). The systematic desensitisation treatment of neuroses. Journal of Nervous & Mental Disease, 132, 189–203. Google Scholar
Wolters, C.A. (1998). Self-regulated learning and collegestudents’ regulation of motivation. Journal of Educational Psychology, 90(2), 224–235.Google Scholar
Zimmerman, B.J. (1989). Models of self-regulated learning. In Zimmerman, B.J. & Schunk, D.H. (Eds.), Self-regulated learning and academic achievement. New York: Springer-Verlag. Google Scholar
Zimpfer, D.G. (1986). Group work in the treatment of testanxiety. Journal for Specialists in Group Work, 11(4), 233–239.CrossRefGoogle Scholar