The following studies have helped inform our approach to mentorship, and illuminate the connections between social-emotional factors and academic success.
Setting, elaborating, and reflecting on personal goals improves academic performance.
"Of students who enroll in 4-year universities, 25% never finish. Precipitating causes of early departure include poor academic progress and lack of clear goals and motivation..."
A focused intervention for 1st-year college students: promoting hope, sense of coherence, and self-efficacy.
"Many students experience elevated psychological distress during their 1st year at college. Within the salutogenic paradigm (A. Antonovsky, 1987), sense of coherence (SOC), self-efficacy, and hope (in terms of hope theory; C. R. Snyder, 2002) are considered as protective factors in the demanding academic system..."
Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students’ Academic Performance and All Students’ College Transition
"College students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuinggeneration students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial..."
A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
"A brief intervention aimed at buttressing college freshmen’s sense of social belonging in school was tested in a randomized controlled trial (N = 92), and its academic and health-related consequences over 3 years are reported. The intervention aimed to lessen psychological perceptions of threat on campus by framing social adversity as common and transient..."
Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis
"This study examines the relationship between psychosocial and study skill factors (PSFs) and college outcomes by meta-analyzing 109 studies. On the basis of educational persistence and motivational theory models, the PSFs were categorized into 9 broad constructs: achievement motivation, academic goals, institutional commitment, perceived social support, social involvement, academic self-efficacy, general self-concept, academic-related skills, and contextual influences..."