The additive effects of values clarification training to an online goal-setting procedure on measures of student retention and performance
Jared A. Chase, University of Nevada, Reno, United States
University of Nevada, Reno . Awarded
The purpose of this study was to provide individuals with online tutorials to help participants generate strategies to achieve their academic goals and clarify their academic values to assess the additive effects of values clarification training to an online goal-setting training procedure on (1) measures of academic performance and (2) student retention. Psychology majors in their second year or beyond were recruited and randomly assigned to one of three groups prior to the study to receive access to one of two training modules (i.e., a goal-setting alone or a goal-setting plus values-clarification training module). The study consisted of three parts delivered approximately one month apart. Individuals responded to three brief questionnaires in Part 1. During Part 2, participants received training with one additional assessment. Training included a presentation of relevant content delivered via media clips and text with questions covering the material presented. In Part 3, participants responded to the same four questionnaires they took in Parts 1 and 2 and were then asked follow-up questions regarding their experiences in this study. Between and within-group analyses demonstrated the additive component of values-clarification training to goal-setting training significantly improved GPAs and was related to improved retention rates overall.
Key words. Goal Setting, Values Clarification, training, student retention, student performance.
Chase, J.A. The additive effects of values clarification training to an online goal-setting procedure on measures of student retention and performance. Ph.D. thesis, University of Nevada, Reno. Retrieved March 20, 2019 from https://www.learntechlib.org/p/128315/.
Citation reproduced with permission of ProQuest LLC.
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