Cognitive-only coaching increased deep and achieving learning approaches, academic self-concept, and reduced test anxiety and anxiety/depression, but academic performance declined relative to control; behavioural-only coaching decreased test anxiety and increased academic performance with no other effects.¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The cognitive-only coaching program increased deep and achieving approaches to learning and academic self-concepts, reduced test anxiety and nonstudy-related anxiety and depression, while academic performance declined relative to the control group. → Grant 2001 q2 i? The behavioural-only coaching program decreased test anxiety and increased academic performance, with no other effects found. → Grant 2001 (2)

Evidence¶

Grant 2001¶

Grant, Anthony M. (2001). Towards a Psychology of Coaching: The Impact of Coaching on Metacognition, Mental Health and Goal Attainment. Doctoral dissertation, Macquarie University. https://eric.ed.gov/?id=ED478147

q2 · i? · causal · r?

Study 1 of the three-study series assigned trainee accountants to a cognitive-based coaching program and measured GPA, study approaches, self-concept, test anxiety and affect. The dissertation reports these outcomes, including a relative decline in academic performance versus control; no effect sizes are printed in the supplied text.

"Participation in the cognitive only program increased deep and achieving approaches to learning, academic self-concepts, reduced test anxiety and nonstudy-related anxiety and depression. Academic performance declined relative to the control group."

Grant 2001 (2)¶

Grant, Anthony M. (2001). Towards a Psychology of Coaching: The Impact of Coaching on Metacognition, Mental Health and Goal Attainment. Doctoral dissertation, Macquarie University. https://eric.ed.gov/?id=ED478147

q2 · i? · causal · r?

Study 2 evaluated a behavioural-based coaching program with trainee accountants. The dissertation reports decreased test anxiety and increased academic performance, and states no other effects were found; no effect sizes are printed in the supplied text.

"Participation in the behavioural only coaching program decreased test anxiety and increased academic performance. No other effects were found."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it
• Academic Anxiety — outcome: instruction changes it
• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

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