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The Impact of College Academic Coaching.

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Title: The Impact of College Academic Coaching.
Authors: Boylan, Hunter R.1, Goudas, Alexandros M.2, Truschel, Jack3
Source: Learning Assistance Review (TLAR). Winter2026, Vol. 30 Issue 2, p41-50. 10p.
Subject Terms: *Educational coaching, *Academic achievement, *Universities & colleges, *Metacognition, *Learning strategies, *Student engagement, Persistence (Personality trait), Executive function
Abstract: Postsecondary academic coaching has expanded significantly over the past three decades as a strategy to improve student persistence, retention, and academic performance. Defined as a multidisciplinary, metacognitive, and behavior-change-oriented intervention, coaching supports students in developing time management, study skills, and self-regulation. This literature review examines outcomes from both externally contracted and campusbased programs. While findings are mixed, most studies report positive effects on GPA, persistence, metacognition, and executive functioning, including for students with disabilities and those academically at risk. Although coaching requires substantial institutional investment, evidence suggests that its benefits, particularly in retention, justify the cost for colleges committed to student success. [ABSTRACT FROM AUTHOR]
Copyright of Learning Assistance Review (TLAR) is the property of National College Learning Center Association (NCLCA) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Impact of College Academic Coaching.
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  Data: <searchLink fieldCode="JN" term="%22Learning+Assistance+Review+%28TLAR%29%22">Learning Assistance Review (TLAR)</searchLink>. Winter2026, Vol. 30 Issue 2, p41-50. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+coaching%22">Educational coaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Persistence+%28Personality+trait%29%22">Persistence (Personality trait)</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink>
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  Data: Postsecondary academic coaching has expanded significantly over the past three decades as a strategy to improve student persistence, retention, and academic performance. Defined as a multidisciplinary, metacognitive, and behavior-change-oriented intervention, coaching supports students in developing time management, study skills, and self-regulation. This literature review examines outcomes from both externally contracted and campusbased programs. While findings are mixed, most studies report positive effects on GPA, persistence, metacognition, and executive functioning, including for students with disabilities and those academically at risk. Although coaching requires substantial institutional investment, evidence suggests that its benefits, particularly in retention, justify the cost for colleges committed to student success. [ABSTRACT FROM AUTHOR]
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  Label:
  Group: Ab
  Data: <i>Copyright of Learning Assistance Review (TLAR) is the property of National College Learning Center Association (NCLCA) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191366379
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        Text: English
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      – SubjectFull: Academic achievement
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      – SubjectFull: Universities & colleges
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              Text: Winter2026
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