1. The First Year Experience University of Stirling April 2006 ‘Using strengths to support first year student retention’ Ormond Simpson Senior Lecturer in Institutional Research Open University Institute of Educational Technology o.p.simpson@open.ac.uk

2. Theories of intelligence Q1. You have a certain amount of intelligence and can’t do much to change it. - Yes/No Q2. Success = X% intelligence + Y% effort - Give values for X and Y

3. Student support models and theories ad hoc, reactive – responding to presented student problems ad hoc, reactive – responding to presented student problems emphasis on the development of ‘learning skills’ emphasis on the development of ‘learning skills’ - theory – ‘Rogerian’? - theory – ‘Rogerian’?

4. Learning skills Good studentGood learning skills

5. Learning skills Good studentGood learning skills

6. 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)  (2005)  a survey of 13 different learning styles inventories - no proven impact on learning and teaching International Journal of Lifelong Education (2005) So motivation comes before learning skills?

7. 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’

8. Student 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 “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 ‘right’ course and know what to expect?  Taster packs  Diagnostic materials  Students views

9. Student motivation theories – example 2 ‘Self determination’ theory - ‘Autonomous Study Motivation’ Learners should have freedom about their study behaviour. This freedom is promoted by choice, participation in the processes of learning, and recognition of the learner’s feelings, both positive and negative. It is contradicted by deadlines, surveillance and guilt-invoking diktats. Do we have the balance between flexibility and rigour about right?

10. Student motivation theories – example 3 ‘Self-Concordance Model’ 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 self- esteem, more drug abuse, more television consumption… acting in narcissistic and competitive manner (Kasser and Ryan, 2001) Do we try to enhance our students identified and intrinsic motivations?

11. Student retention – the US experience ‘The best predictor of success is students’ motivation. Retention services need to clarify and build on motivation and address motivation- diminishing issues. Most students drop out because of disillusionment, discouragement and reduced motivation. Lack of confidence creates stress, which absorbs time and energy and decreases motivation.’ (Anderson, Student Retention Conference, San Diego 2003) ‘The best predictor of success is students’ motivation. Retention services need to clarify and build on motivation and address motivation- diminishing issues. Most students drop out because of disillusionment, discouragement and reduced motivation. Lack of confidence creates stress, which absorbs time and energy and decreases motivation.’ (Anderson, Student Retention Conference, San Diego 2003) ‘Student self-referral does not work as a mode of promoting persistence. Students who need services the most refer themselves the least. Effective retention services take the initiative in outreach and timely interventions.’ (Anderson op cit) ‘Student self-referral does not work as a mode of promoting persistence. Students who need services the most refer themselves the least. Effective retention services take the initiative in outreach and timely interventions.’ (Anderson op cit) So student support needs to be proactive and address motivation?

12. The ‘Positive Psychology’ Model “Positive Psychology … is the scientific study of optimal human functioning [that] aims to discover and promote the factors that allow individuals …to thrive. [It is the] psychology of happiness, flow, and personal strengths.” (Seligman, 1999).

13. The ‘Strengths Approach’ to student support (1) - The Gallup approach ‘StrengthsQuest’ - program from The Gallup Organization that focuses students on strengths rather than weaknesses - http://www.strengthsquest.com/#

14. The ‘Strengths Approach’ to student support (2) -an eight point plan 1.Emphasise the positive during an initial contact 2.Focus on existing assets & competencies 3.Draw out past successes, high point moments 4.Encourage positive affect (hope, elevated thoughts) 5.Identify underlying values, goals & motivation (what one aims to achieve) 6.Encourage narration (life story, putting life in perspective, making sense of it) 7.Identify resources, protective factors & potentials of students 8.ONLY THEN, if possible, talk about uncertainties, fears, lack of skills (Boniwell, 2003)

15. ProActive Student Support Project (PaSS) Project ProActive Student Support Project (PaSS) Project Proactive interactive individual motivational contact - results YearStudents in trialIncrease in retention experimental group over control 200228663.91% 200313545.11% 20049314.28% totals51515.04%

16. Strengths Approach to student support Findings suggest: Findings suggest: 1.Strengths Approach may be cost-effective (Return on investment up to 400%) 2.Strengths Approach may be better than previous model of identifying weaknesses and suggesting preparation to students to overcome those weaknesses. Get a student’s motivation sorted and they will work out what they need to do for themselves

17. Theories of intelligence Q1. You have a certain amount of intelligence and can’t do much to change it. - Yes/No Q2. Success = X% intelligence + Y% effort -Give values for X and Y If Yes to 1 and X > Y then you are an ‘entity’ theorist If No to 1 and X < Y then you are an ‘incremental’ theorist

18. Theories of intelligence ‘Entity’ theorists believe that intelligence is largely fixed and can’t be changed. ‘Incremental’ theorists believe that intelligence can be increased by effort. Dweck, C (2000) ‘Self Theories’; Psychology Press

19. Theories of intelligence Implications for students: Students with an ‘entity’ theory may have high self- esteem and expect easy achievement (‘entitlement’). They may be less likely to undertake preparation (‘dreamers’) and may give up more easily. Students with an ‘incremental’ theory may have a lower self-esteem but may be more resilient and persevering.

20. 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 intelligence

21. First Year Student Retention “ The biggest barrier to student retention is the institution itself” (Veronique Johnston, 2003 Napier University)