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Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies (2017)

Chapter: Appendix B: Assessments Used in the Intervention Literature

« Previous: Appendix A: Literature Searches Commissioned by the Committee
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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TABLE B-1

Studies of Relationship with College Studies Assessing the Competency Constructs Assessed in These Studies Assessment Instruments Studies Reporting Reliability (for 1 or more instruments)
Behaviors Related to Conscientiousness
7 15 Self-regulated learning/effort Motivation Intended learning behaviors 19 (13 self-report, selected response [SRSR]) Reliability: 5 (range 0.67-0.98)
Duckworth et al. (2016) Self-regulated learning/effort
  1. Instrument with 2 items measuring success at achieving study goal (SRSR)
  2. Checklist instrument on level of temptation by various distractions (SRSR)
Fitch et al. (2012) Self-regulated learning
  1. Instrument with 44 of 81 original items from the “Motivated Strategies for Learning Questionnaire (MSLQ)” (SRSR)
Haynes et al. (2008) Motivation
  1. Instrument with 4 items on mastery motivation from the MSLQ, α = 0.67-0.75 (SRSR)
  2. Instrument with 4 items on performance motivation from the MSLQ, α = 0.77 (SRSR)
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Landau et al. (2014, Study 1) Intended learning behaviors
  1. Instrument with 5 items on interest in attending a workshop on preparing for final exams (SRSR)
  2. Number of participants who tore off a slip of paper listing a Website at which to access online guides for successful studying
Landau et al. (2014, Study 2) Self-regulation
  1. Instrument with 50 easily solvable addition problems (academic effort measured by the number correctly solved within 5 minutes)
Landau et al. (2014, Study 3) Intended academic behaviors
  1. Instrument presenting 1-hour time slots over exam weekend, with three response options: coursework, socializing, or solitary leisure time (SRSR)
Liu et al. (2012) Motivation
  1. Student Opinion Scale with 10 items, α = 0.84-0.85 (SRSR)
Morisano et al. (2010) Motivation
  1. Concluding questionnaire with 15 scaled items (SRSR)
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Studies of Relationship with College Studies Assessing the Competency Constructs Assessed in These Studies Assessment Instruments Studies Reporting Reliability (for 1 or more instruments)
Schecter et al. (2011, Study 1) Self-regulation
  1. Time spent on practice problems following an intervention to learn a new math technique. (Participants were asked to practice the technique on some multiplication problems, with no time frame specified. The experimenter surreptitiously recorded the number of seconds spent practicing.)
Senko and Harackiewicz (2005) Motivation
  1. Instrument with 9 items, α = 0.73-0.88 (SRSR)
Struthers and Perry (1996) Motivation
  1. An SRSR instrument, α = 0.73-0.98
Vansteenkiste et al. (2004a, Study 1) Self-regulation
  1. Instrument with 4 items on superficial processing (e.g., “I skipped parts of the text that I did not understand very well,” α = 0.80) and 4 items on deep processing, α = 0.84 (SRSR)
Walton et al. (2012) Motivation-related behaviors in math
  1. An SRSR instrument
  2. Time spent (persistence) on an insoluble math puzzle
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Yeager et al. (2014, Study 3) Self-regulation
  1. Time spent on each problem in an online exam review environment: number of milliseconds that each problem was displayed before participants submitted a correct answer (Measures behavior that could signify intent to truly learn.)
Yeager et al. (2014, Study 4) Self-regulation
  1. Time spent on math problems vs. consuming online media
Academic Self-Efficacy
2 2 8 (7 SRSR) Reliability: 2 (range 0.76-0.95)
Betz and Schifano (2000) Self-efficacy in “realistic” activities (e.g., using tools)
  1. Instrument with 15 items on interest in realistic activities, α = 0.76 (SRSR)
  2. Instrument with 30 items—3 10-item subscales of the “Skills Confidence Inventory” (SRSR)
  3. “Occupational Self-Efficacy Scale” with 20 items (SRSR)
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Studies of Relationship with College Studies Assessing the Competency Constructs Assessed in These Studies Assessment Instruments Studies Reporting Reliability (for 1 or more instruments)
Luzzo et al. (1999) Math/science self-efficacy
  1. Math/science course self-efficacy scale (slightly revised version of the “Mathematics Self-Efficacy College Courses Scale,” α = 0.95 [SRSR])
  2. “Self-Efficacy for Scientific and Technical Fields,” 15 items, α = 0.90 (SRSR)
  3. Math/science occupational self-efficacy (revised version of the “Mathematics Career Self-Efficacy Scale”): 10 items, α = 0.95 (SRSR)
  4. Math/science career interests: 15 items, α = 0.95 (SRSR)
  5. Survey of courses, majors, and career aspirations: two research assistants coded responses; interrater reliability was 92 percent
Growth Mindset
17 12 Malleability beliefs Academic expectations Attributions Perceived performance 20 (20 SRSR) Reliability: 2 (range 0.63-0.88)
Aronson et al. (2002) Malleability beliefs
  1. Postintervention questionnaire with 2 items on malleability of intelligence (SRSR)
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
  1. Phone interview conducted 9 weeks later that included the same 2 questions (SRSR)
Boese et al. (2013) Academic expectations Attributions
  1. Instrument with 1 item on course grade expectations (select from a range from 1 = F to 8 = A+) and 1 item on course responsibility (i.e., attribution) (SRSR)
  2. Questionnaire with 12 items on attributions (3 each on luck, effort, ability, teacher effectiveness) (SRSR)
Cohen et al. (1999) Malleability beliefs
  1. Instrument with 6 items on perceived ability and motivation to improve writing and identification with writing (SRSR)
Hall et al. (2004) Attributions; perceived performance
  1. Instrument with 24 items on perceived control, α = 0.78 (SRSR)
  2. Instrument with 4 items on perceived success, α = 0.88 (SRSR)
Hall et al. (2006) Academic expectations attributions
  1. Instrument with 2 items on perceived success in the course (current and expected) (SRSR)
  2. Instrument(s) with 1 item on causal attributions, 2 items on controllable attributions (α = 0.63), and 4 items on uncontrollable attributions (α = 0.63) (SRSR)
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Studies of Relationship with College Studies Assessing the Competency Constructs Assessed in These Studies Assessment Instruments Studies Reporting Reliability (for 1 or more instruments)
Hamm et al. (2014) Attributions and related emotions
  1. Instrument with 4 items on causal attributions (SRSR)
  2. Instrument with 2 items on attribution-related emotions (SRSR)
Menec et al. (1994, Study 1) Expectations
  1. Instrument with 2 items on expectations for (a) next test grade (on a scale of 0 to 100) and (b) final course grade (on a scale of 0 to 100) (SRSR)
Menec et al. (1994, Study 2) Attributions Expectations
  1. Instrument on locus of control with 3 items on internal attributions (ability and skill) and 3 items on external attributions (luck) (SRSR)
  2. Instrument with 2 items: (a) expected performance on next test (scale from not at all successful = 1 to very successful = 10), and (b) expected course grade (one item, scale from 1 = F to 10 = A+) (SRSR)
Perry and Magnusson (1989) Perceived performance
  1. Instrument with 6 items on perceived performance (ability, control, emotions, test difficulty, and overall performance) (SRSR)
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Perry et al. (2010) Attributions

Attribution-related emotions
  1. Instrument with 1 item on causal attributions (SRSR)
  2. Instrument with 6 items on attribution-related and performance-related emotions (SRSR)
Ruthig et al. (2004) Perceived performance
  1. Instrument with 37 true-false items on test anxiety from the Test Anxiety Scale (SRSR)
Wilson and Linville (1982) Perceived performance

Expectations
  1. Instrument with 4 items on the freshman year and their own performance (SRSR)
  2. Expected performance improvement: expected grade point average (GPA) for current semester, next semester, at graduation (SRSR)
Intrinsic Goals/Interest
3 2 Intrinsic motivation/interest Reliability: 1 (range 0.72)
Hamm et al. (2014) Intrinsic motivation
  1. “MAACH Intrinsic Motivation Scale”, α = 0.72 (SRSR)
Vansteenkiste et al. (2004a, Study 1) Intrinsic motivation Intrinsic interest
  1. Instrument with 16 items on reasons for engaging in the learning task (external, introjected, identified, intrinsic) (SRSR)
  2. Number of visits to the library and/or the recycling center to learn more about recycling
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Studies of Relationship with College Studies Assessing the Competency Constructs Assessed in These Studies Assessment Instruments Studies Reporting Reliability (for 1 or more instruments)
Positive Future Self
5 3 Domain identification Identity processes Possible future self 5 (5 SRSR) Reliability: 3 (range 0.60-0.92)
Harrison et al. (2006) Domain identification
  1. “Domain Identification Measure” with 7 items on identification with English, α = 0.88, and 10 items on identification with math,” α = 0.88 (SRSR)
Schwartz et al. (2005) Self-constructive identity processes
  1. “Identity Style Inventory” with 40 items, including 11 on exploration-oriented style (α = 0.61), 9 on closure-oriented style (α = 0.70), and 10 on avoidance-oriented style (α = 0.70) (SRSR)
Self-discovery identity processes
  1. “Critical Problem Solving Scale”: performance-based measure of critical thinking in response to two life choice dilemmas (one personal, one interpersonal) generated by the participants (For each dilemma, participants (a) list potential alternative solutions, (b) identify the best alternative, (c) identify the worst alternative, (d) list pros and cons of the
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×

best alternative, (e) list pros and cons of the worst alternative, and (f) identify the alternative they would select) (SRSR)

Self-actualization
  1. Self-actualization Scale with 6 items, α = 0.60 (SRSR)
Walton and Cohen (2007, Study 2) Possible future self
  1. Instrument with 3 Socially Responsible Leadership Scale (SRLS) items on possible academic selves (e.g., “In the future I could see myself being successful at [school name].”) (α = 0.84)
Prosocial Goals/Values
2 0* 0
Sense of Belonging
8 8 Collective threat Sense of belonging/academic fit Social integration 25 (21 SRSR) Reliability: 6 (range 0.63-0.93)
Brady et al. (2016) Sense of belonging
  1. Instrument with 10 items, α = 0.82 (SRSR)
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Studies of Relationship with College Studies Assessing the Competency Constructs Assessed in These Studies Assessment Instruments Studies Reporting Reliability (for 1 or more instruments)
Cohen and Garcia (2005) Collective threat (opposite end of spectrum from sense of belonging)
  1. Instrument with 5 items on self-esteem/belonging uncertainty, α = 0.75 (SRSR)
  2. Instrument with 14 items on stereotype distancing (SRSR)
  3. Instrument with 40-word fragment completion tasks targeting words related to (a) negative racial stereotypes and (b) race; designed to measure racial stereotype activation
  4. Instrument with 1 item on perceived exposure to evaluative scrutiny (SRSR)
  5. Racial identification scale with 1 item (SRSR): “Prior to the experiment, the scale’s reliability and validity were established. In a sample of 42 undergraduates (16 Black, 26 White), the test–retest reliability (over 2–8 weeks) proved satisfactory, r (41) = 0.80, p < .01. In another sample of 35 Black undergraduates, evidence of convergent validity was found in the form of a strong correlation with the Race Centrality subscale of the Multidimensional Inventory of Black Identity (Sellers et al., 1997), r(34) = 0.79, p <.01.” (Cohen and Garcia, 2005, pp. 571-572)
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Hausmann et al. (2009) Sense of belonging/academic fit
  1. “Sense of Belonging Scale,” α = 0.94 (SRSR)
Stephens et al. (2014) Social/academic integration
  1. Instrument with 15 items on behaviors: 3 on tendency to seek college resources (α = 0.56), 9 on activism (α = 0.85), and 3 yes-no items on joining extracurricular activities (SRSR)
  2. Instrument with 2 items on well-being (α = 0.77) and 6 items on academic fit (α = 0.82) (SRSR)
  3. Instrument with 7 items on how frequently different sources of social support are available (α = 0.90) and 2 items on time spent maintaining relationships with friends/family from home (SRSR)
Collective threat
  1. Instrument with 2 items on social identity threat, α = 0.63 (SRSR)
  2. “Psychological Distress Scale” presents respondents with 10 items (symptoms of psychological distress) and asks them to rate (on a 1 to 5 scale) how much of the time they felt that way in the past 30 days (α = 0.90) (SRSR)
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Studies of Relationship with College Studies Assessing the Competency Constructs Assessed in These Studies Assessment Instruments Studies Reporting Reliability (for 1 or more instruments)
Walton and Cohen (2007, Study 2) Sense of belonging/academic fit
  1. Academic/social fit scale with 17 items (α = 0.79-0.84) (SRSR)
  2. Instrument with 2 items on academic identification, 3 on enjoyment of academic work, 2 on self-efficacy, 1 on potential to succeed in college, 1 on possible future selves (α = 0.84) and 3 on evaluative anxiety (e.g., “How anxious would you be about asking a question or making a comment in a large lecture class?” [p. 89]) (SRSR)
  3. Daily online survey with the 17-item academic/social fit scale and one item on social fit on adverse days (Respondents listed negative and positive events of the day, rated each event’s level of negativity on a 1 to 10 scale, and then rated the day’s overall level of negativity [α = 0.87].) (SRSR) (“This measurement procedure was informed by research suggesting that the validity of subjective reports of well-being can be enhanced by having respondents review specific events in their day” [p. 89]).
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Walton and Cohen (2011) Collective threat
  1. Instrument with items on belonging uncertainty (SRSR)
  2. Racial stereotype activation: word completion task
Sense of belonging/academic fit
  1. Daily online/email instrument on social belonging including (a) 17 items on social fit, (b) 2 items on self-efficacy, and (c) 1 item on potential to succeed in college (SRSR)
  2. Daily online/email instrument with one item on social fit on adverse days (Respondents listed negative and positive events of the day, rated each event’s level of negativity on a 1 to 10 scale, and then rated the day’s overall level of negativity.) (SRSR)
Walton et al. (2012, Study 1) Sense of belonging in math
  1. Instrument with items on social connectedness to math (α = 0.79-0.93) (SRSR)
  2. Ratings of participant-generated reasons for success/failure in math (SRSR)
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Studies of Relationship with College Studies Assessing the Competency Constructs Assessed in These Studies Assessment Instruments Studies Reporting Reliability (for 1 or more instruments)
Walton et al. (2015) Sense of belonging among women in engineering
  1. Instrument on attitudes toward engineering including items on (a) evaluation of current experience, (b) sense of belonging, (c) self-efficacy, and (d) expected success (Combined Index α = 0.87 (SRSR)
  2. “Modified Implicit Association Test” (behavioral measure of biased attitudes)
  3. Brief daily online survey (SRSR) including (a) importance of daily adversity (Instrument asks respondents to list negative and positive events of the day and rate each one’s level of negativity and importance.), (b) sources of stress (Instrument lists potential sources of personal and academic stress and asks respondents to rate the level of stress from each source that day.), and (c) confidence in handling stress (Instrument presents respondents with 20 pairs of adjectives from which to choose, describing how they felt (e.g., “bad-good,” “ashamed-proud”) and asks them to rate their level of each feeling.)
  4. Instrument asks participants to list 5 closest friends on campus, with gender and major.
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Utility Goals/Values
15 4 Utility value Situational interest 7 (7 SRSR) Reliability: 3 (range 0.78-0.93)
Durik et al. (2015, Study 1) Situational interest
  1. Instrument with 3 items on situational interest in using math technique (e.g., “The left-to-right technique is interesting,” α = 0.88) (SRSR)
Hulleman et al. (2010, Study 1) Utility value Situational interest
  1. Scale with 3 items on perceived utility value, α = 0.84 (SRSR)
  2. Instrument with 5 items on situational interest, α = 0.89, and 1 yes/no item on maintained interest in using the math technique (“Do you think you will use the technique you learned today on your own in the future?” [p. 4].) (SRSR)
Hulleman et al. (2010, Study 2) Utility value Situational interest
  1. Scale with 3 items on perceived utility value, α = 0.78-0.88 (SRSR)
  2. Scale with 5 items on situational interest in the field of psychology, α = 0.93, and 1 yes/no item on interest in majoring in psychology (SRSR)
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
Studies of Relationship with College Studies Assessing the Competency Constructs Assessed in These Studies Assessment Instruments Studies Reporting Reliability (for 1 or more instruments)
Schechter et al. (2011) Utility value Situational interest
  1. Scale with 2 items on utility value (SRSR)
  2. Instrument with 4 items on situational interest (SRSR)

NOTES: Instruments shown in quotations are existing instruments developed by a prior author(s). SRSR = self-report, selected response format. No studies reported evidence of fairness analysis. Only one study reports evidence of validity (Cohen and Garcia, 2005).

= study reports reliability.

* Although none of the 61 studies meeting the committee’s criteria assessed prosocial goals/values, Yeager and colleagues (2014) includes a study (Study 1) that assessed this competency using an instrument with SRSR format including three items on self-transcendent motives for attending college (α = 0.75), three items on intrinsic-oriented motives (α = 0.70), and three items on self-oriented motives (α = 0.50).

Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×

Table B-2 Format Totals from Table B-1

TABLE B-1 Format Totals from Table B-1

Competency Instruments SRSR Other Formats
Behaviors related to conscientiousness 19 13
  • Behavioral measure—number taking info. on study skills workshop
  • Behavioral measure of time spent on addition problems
  • Time spent on practice problems
  • Time spent on insoluble math puzzle
  • Time spent on each problem in online math review
  • Time spent on math problems vs. consuming online media
Academic Self-efficacy 8 7
  • Survey of courses, majors, and career aspirations: two research assistants coded responses; interrater reliability was 92 percent
Growth Mindset 20 20
Intrinsic Goals/Interest 3 2
  • Behavioral measure—Number of visits to the library and/or the recycling center to learn more about recycling.
Positive Future Self 5 4
  • “Critical Problem Solving Scale”: performance-based measure of critical thinking about one’s identity in response to two life choice dilemmas (one personal, one interpersonal) generated by the participants
Prosocial Goals/Values 0 0 0
Sense of Belonging 25 21
  • Word Fragment Completion Task
  • Word Fragment Completion Task (used in 2 studies)
  • Modified Implicit Attitude Test
  • List name, gender, and major of 5 closest friends (to assess female engineering majors’ social networks)
Utility Value 7 7
Totals 87 74 13
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×

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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Page 237
Suggested Citation:"Appendix B: Assessments Used in the Intervention Literature." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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The importance of higher education has never been clearer. Educational attainment—the number of years a person spends in school—strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging, with young Americans who heretofore led the world in completing postsecondary degrees now falling behind their global peers. As part of a broader national college completion agenda aimed at increasing college graduation rates, higher education researchers and policy makers are exploring the role of intrapersonal and interpersonal competencies in supporting student success.

Supporting Students’ College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies identifies 8 intrapersonal competencies (competencies involving self-management and positive self-evaluation) that can be developed through interventions and appear to be related to persistence and success in undergraduate education. The report calls for further research on the importance of these competencies for college success, reviews current assessments of them and establishes priorities for the use of current assessments, and outlines promising new approaches for improved assessments.

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