Et randomiseret forsøg med motiverende interviews med universitetsstuderende for akademisk succes

The concern over student retention in colleges and universities continues to increase, despite years of research examining attrition risk factors and preventive interventions. Many universities have initiated strategies to improve graduation rates, by focusing on the actual activities necessary to organize and complete school work. However, although academic-related skills do predict academic performance, research suggests that motivational factors may mediate the execution of behaviors involved with self-regulated learning required for success in college. The purpose of this study was to examine a motivational intervention for college students. Specifically, this study investigated the efficacy of Motivational Enhancement Therapy (MET) for use as a viable intervention within educational settings. One hundred and ten students having difficulty in the Introductory Psychology Class at UNM were randomized to receive three sessions of MET or three sessions of prescriptive advice (Treatment as usual: TAU) from peer coaches over the course of a semester. (PsycINFO Database Record (c) 2010 APA, all rights reserved)