Students identified coaching benefits in three broad themes (improved cognitions, behaviors, subjective well-being) and limitations including 30-minute session length and desire for more accountability¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr1·q2
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students' reported benefits of coaching fell into three broad themes: improved cognitions, behaviors, and subjective well-being. → Richman 2014
q2 i? Students reported limitations focused on logistical restrictions such as session length and location, and some wanted greater accountability and broader topics such as life after graduation. → Richman 2014 (2)
Evidence¶
Richman 2014¶
Richman, E. L., Rademacher, K. N., & Maitland, T. L. (2014). Coaching and college success. Journal of Postsecondary Education and Disability, 27(1), 33-52. https://www.ahead.org/publications/jped
q2 · i? · qualitative · r3
Thematic analysis of the six qualitative interviews addressing research question 4 on benefits and limitations. The article reports students described gains in critical thinking, self-reflection, flexible thinking, action on goals, and managing negative emotions; no effect size is printed.
"Students’ comments about coaching’s benefi ts can be categorized into three broad themes: improved cog- nitions, behaviors, and subjective well-being."
Richman 2014 (2)¶
Richman, E. L., Rademacher, K. N., & Maitland, T. L. (2014). Coaching and college success. Journal of Postsecondary Education and Disability, 27(1), 33-52. https://www.ahead.org/publications/jped
q2 · i? · causal · r1
Same interview analysis; the article reports students found the half-hour sessions limiting, with one suggesting an hour might be more effective, and some wanting an accountability plan and support for life after college. No effect size is printed.
"Many of their comments focused on logistical restrictions, such as building location and length of sessions. Two students wanted even greater accountability than coaching provided."
Discussion¶
Related Claims¶
- VBC session length of over 20 minutes is likely optimal, with shorter sessions more often failing to show significant benefit — related
- No specific coaching dosage is established as necessary; coaching outcomes appear more sensitive to coaching quality than dosage, with sustained duration favoring comprehensive coaching — related
- Coaching helped students manage daily stress and enhanced their sense of well-being and self-control — a narrower finding that bears on this claim
- Students reported coaching improved six executive functioning skills, including self-talk, emotion regulation, problem solving, planning, life balance, and task initiation — a narrower finding that bears on this claim
- Coaching is a promising practice that college students with LD/ADHD report improves their self-awareness, self-management skills, and subjective well-being — related
- Coaches reported that pupils engaged well with the variety of coaching sessions and found both one-to-one and small group work beneficial — related
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