What makes Students Succeed or Fail?: The Voices of Developmental College Students

References

• Abrams, H. G., & Jernigan, L. P. (1984). Academic support services and the success of high-risk college students. American Education Research Journal, 21 (2), 261–74.
   Web of Science ®Google Scholar
• Alexander, P. A., Kulikowich, J. M., & Schulze, S. K. (1994). How subject-matter knowledge affects recall and interest. American Educational Research Journal, 31 (2), 313–337.
   Web of Science ®Google Scholar
• Anderson, K. T., & McClard, A. P. (1993). Study time: Temporal orientations of freshmen students and computing. Anthropology and Education Quarterly, 24 (2), 159–177.
   Web of Science ®Google Scholar
• Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
   Google Scholar
• Baker, L. (1979). Comprehension monitoring: Identifying and coping with text confusions. Journal of Reading Behavior, 11, 363–364.
   Web of Science ®Google Scholar
• Baker, L., & Anderson, R. C. (1987). The effects of inconsistent information on text processing: Evidence for comprehension monitoring. Reading Research Quarterly, 17, 281–94.
   Web of Science ®Google Scholar
• Blake, W. S. (1953). A survey and evaluation of study skills programs at the college level in the United States and possessions. Unpublished Doctoral Dissertation, University of Maryland, College Park, MD.
   Google Scholar
• Briggs, L. (1987). Skills intervention instruction (ERIC Document 291438). Sacramento: Sacramento City College.
   Google Scholar
• Byrd, M. (1989). Summarizing strategies of junior college students. Unpublished Doctoral Dissertation, University at Albany, The State University of New York, Albany.
   Google Scholar
• Bureau of the Census (1993). Statistical abstract of the United States 1993: The data book. U.S. Department of Commerce, Education, and Statistical Administration, 113th Edition, U.S. Government Printing Office, Washington, DC.
   Google Scholar
• Carr, M., Borkowski, J. G., & Maxwell, S. E. (1991). Motivational components of under-achievement. Developmental Psychology, 27, 108–118.
   Web of Science ®Google Scholar
• Cioffi, G. (1986). Relationships among comprehension strategies reported by college students. Reading Research and Instruction, 25 (2), 220–231.
   Google Scholar
• Cooper, J., Evans, R., & Robertson, E. (1985). Teaching college students to read analytically: An individualized approach. National Council of Teachers of English.
   Google Scholar
• Covington, M. V. (1984). The self-worth theory of achievement motivation: Findings and implications. The Elementary School Journal, 85, 5–20.
   Web of Science ®Google Scholar
• Covington, M. V., & Omelich, C. L. (1979). Effort: The doubled-edged sword in school achievement. Journal of Educational Psychology, 71, 169–182.
   Web of Science ®Google Scholar
• Covington, M. V., & Omelich, C. L. (1981). As failures mount: Affective and cognitive consequences of ability demotion in the classroom. Journal of Educational Psychology, 73, 799–808.
   Web of Science ®Google Scholar
• Covington, M. V., & Omelich, C. L. (1991). Need achievement revisited: Verification of Atkinson's 2times2 model. In C. D. Spielberger, I. G. Sarason, Z. Kulcsar, & G. L. Heck (Eds.), Stress and emotions: Anxiety, anger, and curiosity (Vol.14, pp. 85–105). Washington, D.C.: Hemisphere.
   Google Scholar
• Craik, J. M., & Martin, D. P. (1980). The effect of a presentation on how to underline a text in introductory psychology courses. Journal of Reading, 23 (5), 404–407.
   Google Scholar
• Cuseo, J. B. (1991). The freshman orientation seminar: a research-based rationale for its value, delivery, and content (ERIC Document 334883).
   Google Scholar
• DiVesta, F. J. & Gray, G. S. (1972). Listening and note-taking. Journal of Educational Psychology, 63 (1), 8–14.
   PubMed Web of Science ®Google Scholar
• Donley, J. (1992). Effects of instructional context on academic performance and self-regulated learning in under-prepared college students (ERIC Document 348927).
   Google Scholar
• Elliot, M. K. (1983). The relative effectiveness of general versus specific reading/study skills instruction on achievement in a history survey course (ERIC Document 237952).
   Google Scholar
• Garcia, T., & Pintrich, P. R. (1994). Self-regulation of learning and performance: Issues and educational applications. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 127–153). Hillsdale: Erlbaum.
   Google Scholar
• Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains: Longman.
   Google Scholar
• Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60 (4), 549–571.
   Web of Science ®Google Scholar
• Johnston, P. H. (1985). Understanding reading disability: A case study approach. Harvard Educational Review, 55 (2), 153–177.
   Web of Science ®Google Scholar
• Kiewra, K. A., Dubois, N. F., Chirstian, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83 (2), 240–245.
   Web of Science ®Google Scholar
• Loranger, A. L. (1994). The study strategies of successful and unsuccessful high school students. Journal of Reading Behavior, 26 (4), 347.
   Google Scholar
• Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969.
   Web of Science ®Google Scholar
• Marsh, H. W. (1992). Content specificity of relations between academic achievement and academic self-concept. Journal of Educational Psychology, 84 (1), 35–42.
   Web of Science ®Google Scholar
• Mathison, S. (1988). Why triangulate? Educational Researcher (March), 13–17.
   Google Scholar
• Mealey, F. L. (1990). Understanding the motivation problems of at-risk college students. Journal of Reading (May), 598–601.
   Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks: Sage.
   Google Scholar
• Mishler, E. (1986). Research interviewing. Cambridge: Harvard Univ. Press.
   Google Scholar
• Moore, E. E. (1915). An experiment in teaching college students how to study. School and Society, 2 (July 17).
   Google Scholar
• Nelson, R. (1998). Using a student performance framework to analyze success and failure. Journal of College Reading and Learning 29 (1), Fall, pp. 82–89.
   Google Scholar
• Nelson, R. R., & Blumenthal, E. A. (1996, July 28). 10 tips for college. The Sunday Star-Ledger, pp. 9.
   Google Scholar
• Nist, S. L., Simpson, M. L., Olejnik, S., & Mealey, D. L. (1991). The relation between self-selected study processes and test performance. American Educational Research Journal, 28, 849–874.
   Web of Science ®Google Scholar
• Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students. San Francisco: Jossey-Bass.
   Google Scholar
• Polansky, J. (1993). Experimental construct validity of the outcomes of study skills training and career counseling as treatments for the retention of at-risk students. Journal of Counseling and Development, 71 (5), 488–92.
   Web of Science ®Google Scholar
• Pressley, M., El-Dinary, P. B., & Brown, R. (1992). Skilled and not-so-skilled reading: Good information processing and not-so-good information processing. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competence and literacy: Cognitive research and instructional innovation (pp. 91–127). San Diego: Academic Press.
   Google Scholar
• Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26 (3–4), 299–323.
   Web of Science ®Google Scholar
• Schutz, P. A., & Lanehart, S. L. (1994). Long-term educational goals, sub-goals, learning strategies use and the academic performance of college students. Learning and Individual Differences, 6 (4), 399–412.
   Web of Science ®Google Scholar
• Simpson, M. L., Hynd, C. R., Nist, S. L., & Burrell, K. I. (1997). College academic assistance programs and practices. Educational Psychology Review, 9 (1), 39–87.
   Web of Science ®Google Scholar
• Simpson, M. L., Olejnik, S., Tam, A., & Supattathum, S. (1994). Elaborative verbal rehearsals and college students' cognitive performance. Journal of Educational Psychology, 86, 267–278.
   Web of Science ®Google Scholar
• Spradley, J. P. (1979). The ethnographic interview. Orlando: Holt, Rhinehart, & Winston, Inc.
   Google Scholar
• Steinberg, I., Bohning, G. & Chowing, F. (1991). Comprehension monitoring strategies of nonproficient college readers. Reading Research & Instruction, 30 (3), 63–75.
   Google Scholar
• Stipek, D. J. (1993). Motivation to learn: From theory to practice. Boston: Allyn and Bacon.
   Google Scholar
• Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park: Sage.
   Google Scholar
• Templin, J. M. (1984). Discovering a classroom strategy for teaching reading in the content area of human heredity and development: The relationship between reading level, attitude, and application level achievement (ERIC Document 251815).
   Google Scholar
• Thurber, S. (1989). The SQ3R study technique enhances comprehension of an introductory psychology textbook. Reading Improvement, 26, 94–96.
   Google Scholar
• Van Meter, P., Yokoi, L., & Pressley, M. (1994) College students' theory of note-taking derived from their perceptions of note-taking. Journal of Educational Psychology, 86 (3), 323–328.
   Web of Science ®Google Scholar
• Wallace, H. (1980). An interdisciplinary mastery learning program for “high risk” students (ERIC Document ED 209966).
   Google Scholar
• Wambach, C. A. (1993). Motivational themes and academic success of at-risk freshmen. Journal of Developmental Education, 16 (3), 8–10.
   Google Scholar
• White, R.W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297–333.
   PubMed Web of Science ®Google Scholar
• Willingham, W. W. (1985). Success in college: The role of personal qualities and academic ability. New York: College Entrance Examination Board.
   Google Scholar
• Wolfe, R. F. (1987). The supplemental instruction program. Journal of Reading (Dec.), 228–232.
   Google Scholar
• Yaworski, J. (1996). Why students succeed or fail: theories of underachieving affluent college students. Doctoral Dissertation, University at Albany, The State University of New York, Albany, N.Y.
   Google Scholar
• Yaworski, J. (1998). Why do students succeed or fail?: A case study comparison. Journal of College Reading & Learning 29 (1), 57–72.
   Google Scholar
• Zabrucky, K. (1990). Evaluation of understanding in college students: Effects of text structure and reading proficiency. Reading Research & Instruction, 29 (4), 46–54.
   Google Scholar
• Zaritsky, J., & Brewer, F. (1984). Students who have completed basic skills courses at La Guardia Community College: A survey (ERIC Document 250662).
   Google Scholar