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Improving Student Outcomes in Higher Education: The Science of Targeted Intervention

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Title: Improving Student Outcomes in Higher Education: The Science of Targeted Intervention
Language: English
Authors: Harackiewicz, Judith M., Priniski, Stacy J.
Source: Grantee Submission. 2018 69.
Peer Reviewed: Y
Page Count: 30
Publication Date: 2018
Sponsoring Agency: National Institutes of Health (DHHS)
Institute of Education Sciences (ED)
Contract Number: R01GM102703
R305B150003
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Improvement, Higher Education, Outcomes of Education, Intervention, Grades (Scholastic), Majors (Students), Course Selection (Students), School Holding Power, Achievement Gap, College Students
DOI: 10.1146/annurev-psych-122216-011725
Abstract: Many theoretically based interventions have been developed over the past two decades to improve educational outcomes in higher education. Based in social-psychological and motivation theories, well-crafted interventions have proven remarkably effective because they target specific educational problems and the processes that underlie them. In this review, we evaluate the current state of the literature on targeted interventions in higher education with an eye to emerging theoretical and conceptual questions about intervention science. We review three types of interventions, which focus on the value students perceive in academic tasks, their framing of academic challenges, and their personal values, respectively. We consider interventions that (a) target academic outcomes (e.g., grades, major or career plans, course taking, retention) in higher education, as well as the pipeline to college, and (b) have been evaluated in at least two studies. Finally, we discuss implications for intervention science moving forward.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2020
Accession Number: ED605696
Database: ERIC
FullText Text:
  Availability: 0
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  Data: 10.1146/annurev-psych-122216-011725
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  Data: Many theoretically based interventions have been developed over the past two decades to improve educational outcomes in higher education. Based in social-psychological and motivation theories, well-crafted interventions have proven remarkably effective because they target specific educational problems and the processes that underlie them. In this review, we evaluate the current state of the literature on targeted interventions in higher education with an eye to emerging theoretical and conceptual questions about intervention science. We review three types of interventions, which focus on the value students perceive in academic tasks, their framing of academic challenges, and their personal values, respectively. We consider interventions that (a) target academic outcomes (e.g., grades, major or career plans, course taking, retention) in higher education, as well as the pipeline to college, and (b) have been evaluated in at least two studies. Finally, we discuss implications for intervention science moving forward.
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        Value: 10.1146/annurev-psych-122216-011725
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      – Text: English
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      Pagination:
        PageCount: 30
    Subjects:
      – SubjectFull: Educational Improvement
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Outcomes of Education
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      – SubjectFull: Intervention
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      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: Majors (Students)
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      – SubjectFull: Course Selection (Students)
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      – SubjectFull: School Holding Power
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      – SubjectFull: Achievement Gap
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      – SubjectFull: College Students
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      – TitleFull: Improving Student Outcomes in Higher Education: The Science of Targeted Intervention
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              Value: 69
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