Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Bates, Scott C. | 1 |
| Crowley, Susan L. | 1 |
| Field, Sharon | 1 |
| Kallison, James M., Jr. | 1 |
| Parker, David R. | 1 |
| Rolands, Laura | 1 |
| Rosenthal, Carol | 1 |
| Sawilowsky, Shlomo | 1 |
| Wernersbach, Brenna M. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Postsecondary Education | 3 |
| Higher Education | 2 |
Audience
Location
| Texas | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Learning and Study Strategies… | 3 |
| Motivated Strategies for… | 1 |
What Works Clearinghouse Rating
The Effects of an Intensive Postsecondary Transition Program on College Readiness for Adult Learners
Peer reviewed
Direct linkKallison, James M., Jr. – Adult Education Quarterly: A Journal of Research and Theory, 2017
Postsecondary transition programs have emerged to prepare adult learners to enter college with either limited or no remediation work needed in developmental education. This article examines the results of a pilot study, in which participants (ages 20 years and older who held GED® credentials or high school degrees) received accelerated instruction…
Descriptors: College Readiness, Transitional Programs, Postsecondary Education, Adult Learning
Download full textWernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol – Journal of Developmental Education, 2014
Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…
Descriptors: Study Skills, Self Efficacy, Academic Achievement, Investigations
Field, Sharon; Parker, David R.; Sawilowsky, Shlomo; Rolands, Laura – Journal of Postsecondary Education and Disability, 2013
The effects of coaching on learning and study skills, self-regulation, and subjective well-being of students with ADHD attending 2- and 4-year colleges or universities was examined. Students were randomly assigned to participate in coaching or comparison groups. Coaching students received weekly phone-based coaching sessions and additional…
Descriptors: Attention Deficit Hyperactivity Disorder, Coaching (Performance), College Students, Self Control
