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The additive effects of values clarification training to an online goal-setting procedure on measures of student retention and performance

, University of Nevada, Reno, United States

University of Nevada, Reno . Awarded

Record type: DISSERTATION

Abstract

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.

Citation

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 21, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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Keywords