Abstract
Both community colleges and four-year institutions offer Student Success Courses (SSCs) to promote student engagement (self-regulated learning, SRL) and performance (grades, retention, and graduation). However, little work has been done to examine the holistic impact of SSC interventions or to determine which aspects of course curriculum most impact students’ learning and achievement. This study sought to fill this gap by (a) comparing grades and retention rates of 98 diverse course takers—predominately female (86%), average age of 24 years (SD = 6 years)—with those of a matched sample of noncourse takers, and (b) exploring course takers’ SRL engagement development during the course. Comparison students were obtained through a three-step matching procedure. Results of quantitative survey and performance data analysis demonstrated significant SRL development during the course, although course takers did not outperform their matched peers with regard to grades and retention. SRL test-taking strategies were found to predict semester GPAs. Student motivation at the start of the course predicted their end-of-semester engagement with time-management and help-seeking behaviors. These findings are discussed in terms of SRL and SSC policy and curriculum.
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