Use the integrative framework and non-cognitive predictor set as a road map for counseling, assessment and interventions with students at academic risk¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The authors recommend applying their framework and Structural Model 1 in educational practice: professionals can "implement strategies that foster the development of behaviors associated with these non-cognitive factors, focusing on counseling and training for the improvement of the regulation of motivation, affect, behavior and context". The framework is also proposed for targeting interventions at students facing academic difficulties and for designing future research on how personal characteristics contribute to each phase of the SRL cycle.

Design Implications¶

Context¶

Requirements¶

• Assessment of the four core non-cognitive factors (academic engagement, academic self-efficacy, regulation of behavior and context, conscientiousness)

Constraints¶

• Evidence comes from a predominantly female sample in a single education degree at one Spanish university; the authors call the study exploratory

Target Learners¶

• university undergraduates
• students at risk of academic difficulties

Target Learning Goals¶

• self-regulation of motivation, affect, behavior and context
• improvement of academic performance

Affordances¶

• Integrative Srl Individual Differences Framework

Claims¶

• Academic engagement and regulation of behavior and context show incremental validity over cognitive predictors of university GPA [+W]
• A reduced set of non-cognitive factors alone explains 17–25% of the variance in university GPA across three years of a degree [+W]

Related Strategies¶

• MTSS wraparound services with adequate counseling ratios and continuous improvement monitoring

Examples¶

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Key Sources¶

• Juan-Carlos Pérez-González, Gemma Filella, Anna Soldevila, Yasmine Faiad, Maria-Jose Sanchez-Ruiz. (2022). Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree. Metacognition and Learning (2022) 17:1141–1165. https://doi.org/10.1007/s11409-022-09315-w