The First Year ExperienceThe First Year ExperienceUniversity of Stirling April 2006 University of Stirling April 2006

‘‘Using strengths to support Using strengths to support first year student retention’first year student retention’

Ormond Simpson Ormond Simpson

Senior Lecturer in Institutional ResearchSenior Lecturer in Institutional ResearchOpen University Institute of Educational Open University Institute of Educational

Technology Technology o.p.simpson@open.ac.uko.p.simpson@open.ac.uk

Theories of intelligenceTheories of intelligence

Q1. You have a certain amount of Q1. You have a certain amount of intelligence and can’t do much to change intelligence and can’t do much to change it.it.- Yes/No- Yes/No

Q2. Success = X% intelligence + Y% effortQ2. Success = X% intelligence + Y% effort- Give values for X and Y- Give values for X and Y

Student support models and theories Student support models and theories

ad hoc, reactive – responding to presented student ad hoc, reactive – responding to presented student problemsproblems emphasis on the development of ‘learning skills’emphasis on the development of ‘learning skills’

- theory – ‘Rogerian’? - theory – ‘Rogerian’?

Learning skillsLearning skills

Good student Good learning skills

Learning skillsLearning skills

Good student Good learning skills

Learning skills – some evidence:Learning skills – some evidence:

‘Study skills training that does not consider motivation or cognitive goals may result in little skill improvement’ Morgan et al BJET, (1982)

students receiving self-efficacy and stress management training have higher retention than students receiving learning skills training Research in Higher Education, (1999,US)

‘basic psychological needs such as the need for belonging and self-worth must be met before engagement and learning can take place’ Strahm et al Studies in Learning Evaluation, Innovation and Development, (2005 Australia)

a survey of 13 different learning styles inventories - no proven impact on learning and teaching International Journal of Lifelong Education (2005) (2005)

So motivation comes before learning skills?So motivation comes before learning skills?

Student motivation theories Student motivation theories

‘ ‘Self-efficacy theory’Self-efficacy theory’ ‘ ‘Interest development model’Interest development model’ ‘ ‘Self-determination theory’Self-determination theory’

‘ ‘Achievement Goal theory’Achievement Goal theory’

‘ ‘Expectancy value theory’Expectancy value theory’

‘ ‘Theories of self’ Theories of self’

‘ ‘Epistemological Identity’Epistemological Identity’

‘ ‘Self-Concordance Model’Self-Concordance Model’

Student motivation theories- example 1Student motivation theories- example 1 ‘ ‘Epistemological Identity’Epistemological Identity’

Importance of identification with goals Importance of identification with goals

– – e.g. being on the ‘right’ course e.g. being on the ‘right’ course “ “I’m convinced this course is right for me” I’m convinced this course is right for me”

So are we doing enough to make sure students are on the So are we doing enough to make sure students are on the ‘right’ course and know what to expect?‘right’ course and know what to expect?

Taster packsTaster packs

Diagnostic materialsDiagnostic materials

Students views Students views

Student motivation theories – example 2Student motivation theories – example 2

‘‘Self determination’ theory -Self determination’ theory -‘‘Autonomous Study Motivation’Autonomous Study Motivation’

Learners should have freedom about their study behaviour. Learners should have freedom about their study behaviour. This freedom is promoted by choice, participation in the This freedom is promoted by choice, participation in the

processes of learning, and recognition of the learner’s feelings, processes of learning, and recognition of the learner’s feelings, both positive and negative. both positive and negative.

It is contradicted by deadlines, surveillance It is contradicted by deadlines, surveillance and guilt-invoking diktats. and guilt-invoking diktats.

Do we have the balance between flexibility and rigour about Do we have the balance between flexibility and rigour about right?right?

Student motivation theories – example 3Student motivation theories – example 3

‘‘Self-Concordance Model’Self-Concordance Model’

Four types of motivation:Four types of motivation:

1. External ( driven by outside forces)2. Introjected ( acting in order to avoid guilt and anxiety)3. Identified ( based on subscription to the underlying

values)4. Intrinsic (driven by curiosity and pleasure)

External and Introjected motivation – associated with lower External and Introjected motivation – associated with lower self-esteem, more drug abuse, more television self-esteem, more drug abuse, more television consumption… acting in narcissistic and competitive manner consumption… acting in narcissistic and competitive manner (Kasser and Ryan, 2001)(Kasser and Ryan, 2001)

Do we try to enhance our students identified and intrinsic Do we try to enhance our students identified and intrinsic motivations?motivations?

Student retention – the US experience Student retention – the US experience

‘ ‘The best predictor of success is students’ motivation. Retention The best predictor of success is students’ motivation. Retention services need to clarify and build on motivation and address motivation-services need to clarify and build on motivation and address motivation-diminishing issues. Most students drop out because of disillusionment, diminishing issues. Most students drop out because of disillusionment, discouragement and reduced motivation. Lack of confidence creates discouragement and reduced motivation. Lack of confidence creates stress, which absorbs time and energy and decreases motivation.’ stress, which absorbs time and energy and decreases motivation.’ (Anderson, Student Retention Conference, San Diego 2003)(Anderson, Student Retention Conference, San Diego 2003)

‘ ‘Student self-referral does not work as a mode of promoting Student self-referral does not work as a mode of promoting persistence. Students who need services the most refer themselves the persistence. Students who need services the most refer themselves the least. Effective retention services take the initiative in outreach and least. Effective retention services take the initiative in outreach and timely interventions.’ (Anderson op cit)timely interventions.’ (Anderson op cit)

So student support needs to be proactive and address motivation?So student support needs to be proactive and address motivation?

The ‘Positive Psychology’ ModelThe ‘Positive Psychology’ Model

““Positive Psychology … is the scientific study of optimal Positive Psychology … is the scientific study of optimal human functioning [that] aims to discover and promote human functioning [that] aims to discover and promote the factors that allow individuals …to thrive. [It is the] the factors that allow individuals …to thrive. [It is the]

psychology of happiness, flow, and personal psychology of happiness, flow, and personal strengthsstrengths.” .” (Seligman, 1999).(Seligman, 1999).

The ‘Strengths Approach’ to student support The ‘Strengths Approach’ to student support (1) (1)

- The Gallup approach- The Gallup approach

‘StrengthsQuest’ - program from The Gallup Organization that focuses students on strengths rather than weaknesses -

http://www.strengthsquest.com/#

The ‘Strengths Approach’ to student support The ‘Strengths Approach’ to student support (2)(2)

- an eight point planan eight point plan

1. Emphasise the positive during an initial contact2.2. Focus on existing assets & competencies Focus on existing assets & competencies 3.3. Draw out past successes, high point momentsDraw out past successes, high point moments4.4. Encourage positive affect (hope, elevated thoughts) Encourage positive affect (hope, elevated thoughts) 5.5. Identify underlying values, goals & motivation (what one Identify underlying values, goals & motivation (what one

aims to achieve)aims to achieve)6.6. Encourage narration (life story, putting life in perspective, Encourage narration (life story, putting life in perspective,

making sense of it)making sense of it)7.7. Identify resources, protective factors & potentials of Identify resources, protective factors & potentials of

students students 8.8. ONLY THEN, if possible, talk about uncertainties, fears, ONLY THEN, if possible, talk about uncertainties, fears,

lack of skillslack of skills(Boniwell, (Boniwell,

2003) 2003)

ProActive Student Support Project (PaSS) ProjectProActive Student Support Project (PaSS) Project

Proactive interactive individual motivational contact- results

Year Students in trial

Increase in retentionexperimental group over

control2002 2866 3.91%

2003 1354 5.11%

2004 931 4.28%

totals 5151 5.04%

Strengths Approach to student supportStrengths Approach to student support

Findings suggest:Findings suggest:

1.1. Strengths Approach Strengths Approach maymay be cost-effective (Return on be cost-effective (Return on investment up to 400%)investment up to 400%)

2.2. Strengths Approach Strengths Approach maymay be better than previous model of be better than previous model of identifying weaknesses and suggesting preparation to identifying weaknesses and suggesting preparation to students to overcome those weaknesses.students to overcome those weaknesses.

Get a student’s motivation sorted Get a student’s motivation sorted and they will work out what and they will work out what

they need to do for themselvesthey need to do for themselves

Theories of intelligenceTheories of intelligenceQ1. You have a certain amount of intelligence and Q1. You have a certain amount of intelligence and can’t do much to change it.can’t do much to change it.- Yes/No- Yes/NoQ2. Success = X% intelligence + Y% effortQ2. Success = X% intelligence + Y% effort-Give values for X and YGive values for X and Y

If Yes to 1 and X > Y then you are an ‘entity’ If Yes to 1 and X > Y then you are an ‘entity’ theoristtheoristIf No to 1 and X < Y then you are an ‘incremental’ If No to 1 and X < Y then you are an ‘incremental’ theorist theorist

Theories of intelligenceTheories of intelligence

‘‘Entity’ theorists believe that intelligence is Entity’ theorists believe that intelligence is largely fixed and can’t be changed.largely fixed and can’t be changed.

‘‘Incremental’ theorists believe that intelligence Incremental’ theorists believe that intelligence can be increased by effort. can be increased by effort.

Dweck, C (2000) ‘Self Theories’; Psychology Press Dweck, C (2000) ‘Self Theories’; Psychology Press

Theories of intelligenceTheories of intelligenceImplications for students:Implications for students:

Students with an ‘entity’ theory may have high Students with an ‘entity’ theory may have high self-esteem and expect easy achievement self-esteem and expect easy achievement (‘entitlement’).(‘entitlement’).They may be less likely to undertake preparation They may be less likely to undertake preparation (‘dreamers’) and may give up more easily.(‘dreamers’) and may give up more easily.

Students with an ‘incremental’ theory may have a Students with an ‘incremental’ theory may have a lower self-esteem but may be more resilient and lower self-esteem but may be more resilient and persevering. persevering.

Implications for staff:Anderson’s institutional models

1) Survivalists – ‘survival of the fittest’ (’entity’ theorists?)

2) Supportists – remedial support offered (‘incremental’ theorists?)

But – Remedialist institutions are riddled with

survivalists…

Theories of intelligenceTheories of intelligence

First Year Student RetentionFirst Year Student Retention

“The biggest barrier to student retention is the institution itself”

(Veronique Johnston, 2003 Napier University)