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首页> 外文期刊>Journal of Applied Psychology >Intervention Effects on College Performance and Retention as Mediated by Motivational, Emotional, and Social Control Factors: Integrated Meta-Analytic Path Analyses
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Intervention Effects on College Performance and Retention as Mediated by Motivational, Emotional, and Social Control Factors: Integrated Meta-Analytic Path Analyses

机译：动机，情感和社会控制因素对大学绩效和保留率的干预作用：综合Meta分析路径分析

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Using both organizational and educational perspectives, the authors proposed and tested theoretical models on the mediating roles that psychosocial factors (PSFs; motivational, emotional, and social control factors) play between college interventions (academic skill, self-management, socialization, and First-Year-Experience interventions) and college outcomes (academic performance and retention). They first determined through meta-analysis of 404 data points the effects of college interventions on college outcomes and on PSFs. These meta-analytic findings were then combined with results from S. B. Robbins et al.'s (2004) meta-analysis to test the proposed models. Integrated meta-analytic path analyses showed the direct and indirect effects (via PSFs) of intervention strategies on both performance and retention outcomes. The authors highlight the importance of both academic skill and self-management-based interventions; they also note the salience of motivational and emotional control mediators across both performance and retention outcomes. Implications from organizational and educational perspectives, limitations, and future directions are addressed.
机译：作者使用组织和教育的观点，提出并测试了理论模型，探讨了社会干预因素（PSF;动机，情感和社会控制因素）在大学干预（学术技能，自我管理，社会化和初等教育）之间所起的中介作用。年经验干预）和大学成绩（学习成绩和留任率）。他们首先通过对404个数据点的荟萃分析确定了大学干预对大学成绩和PSF的影响。然后，将这些荟萃分析发现与S. B. Robbins等人（2004）的荟萃分析结果相结合，以测试提出的模型。综合荟萃分析路径分析显示干预策略对绩效和保留结果的直接和间接影响（通过PSF）。作者强调了学术技能和基于自我管理的干预措施的重要性。他们还指出，在绩效和保留结果方面，动机和情绪控制中介的重要性。从组织和教育的角度，局限性和未来方向的含义都得到了解决。

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