Transcript Freshmen students establishing healthy lifestyle behaviors

STUDENT SUCCESS MODEL
Assessment Based Interventions Impacting
Psycho-Social Variables
Fred B. Newton & Eunhee Kim
Kansas State University
International Assessment and Retention Conference
Scottsdale, Arizona
June 13, 2008
PSYCHO-SOCIAL FACTORS IMPACTING
STUDENT SUCCESS OUTCOMES
Study
Behaviors
Health
Behaviors
Decision
Process
OUTCOME
Student Success
Personal
History
Emotional
/Personal
Concerns
THE SPECTRUM OF INFLUENCE VARIABLES
Three Step Model
Assessment - Intervention - Outcome
(1) Identification: Use of three inventories to comprehensively
assess student needs
(2) Implication: Providing interpretation and interactive
consultation
(3) Improvement: Implementing change strategies and
measuring outcomes
PRACTICE TO IMPACT POSITIVE CHANGE
 What?
Assessment – Accurate and meaningful measurement of
individual attitudes, behaviors and personal/emotional impact
 So What?
Integration – Understanding and making personalized and
meaningful connection to the individual within the system
context
 Now What?
Application – Appropriate intervention to create new learning
strategies, better habits, problem-solution, and self-confidence
MEASUREMENT TO OUTCOME
CLEI
Baseline
Implication
(Goal Activity)
Readiness
Standard
HBA
K-PIRS
Identification
(Assessment)
Improvement
(Outcome)
STEP 1: I D E N T I F I C A T I O N
Use of three inventories
to comprehensively assess student needs
CLEI
Baseline
Readiness
Standard
HBA
K-PIRS
Identification
(Assessment)
The Assessment Instruments
 CLEI (College Learning Effectiveness Inventory)
 HBA (Health Behavior Assessment)
 K-PIRS (K-State Personal Identification Scales)
* KCAT is the non-profit intellectual properties corporation
of Kansas State University
CLEI
(College Learning Effectiveness Inventory)
The CLEI is an inventory of six scales with 50 questions
representing a continuum of individual behaviors, attitudes,
and dispositions related to academic activity.
The CLEI was developed over the past 10 years starting from
over 300 generated items following theoretical assumptions on
factors that impact college student learning (Russell & Petrie,
1992 – Handbook of Counseling Psychology, NY: Wiley).
CLEI
(College Learning Effectiveness Inventory)
The purpose of the CLEI is to organize the self-reported student
responses into thematic domains or categories that have been shown to
contribute to academic success…
 To provide immediate feedback to the student completing the
inventory by showing a pattern of strengths and weakness on an
individualized profile
 To provide information for advising and counseling a student, making
it a tool for discussion of goals, selection of interventions, referral to
relevant student services, and a measurement of progress and
involvement in the change process
CLEI Six Scales
(1) Academic Self-Efficacy (ASE Scale):
Expressing confidence in academic ability, awareness of effort toward study, and
expectation for success in college attainment.
(2) Organization and Attention to Study (OAS Scale):
The organization of tasks and structuring of time to set goals, plan, and carry out
necessary academic activity.
(3) Stress and Time Press (STP Scale):
Dealing with pressures of time, environmental concerns, and the academic
demands that impact academic study.
(4) Involvement with College Activity (ICA Scale):
Belonging to organizations and participating in activities, including formal or
informal gatherings of friends and classmates, within the campus environment.
(5) Emotional Satisfaction (ES Scale):
Degree of interest and emotional response to academic life including people and
the campus educational environment.
(6) Class Communication (CC Scale):
Both verbal and non-verbal effort to engage in class activity.
C L E I Profile
T-Scores are based on the mean scores from a normative sample of
college undergraduates (N=879)
HBA
(Health Behaviors Assessment)
 The HBA is a self-reporting instrument that measures health
behaviors in the areas of physical activity, eating behavior, and
personal management skill.
 The HBA also includes a readiness measure that indicates
student awareness and readiness to make personal
improvements.
 Upon completion of the inventory, the student receives
immediate feedback on the individual profile via the Internet.
Example of Assessment
Assessing Baseline Health Behaviors of
College Freshmen Using the HBA
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70% Meeting physical activity standard
40% Meeting fruit & vegetable standard
32% BMI = overweight or obese
6% Females underweight
19% High consumption alcohol
41% Deficient sleep
32% Feel stress impact
K-PIRS
(K-State Problem Identification Rating Scales)
K-PIRS is an instrument that identifies college-student
client concerns at the beginning of treatment and, when used
with K-PIRS Form-B, assesses behavior change over time.
 50-item Client Concern Inventory
 Presenting Symptoms on 7-Clinical Scales
 Level of Interference with Academic and Social Function
12 items Life Perspective Scales (Personal and Social)
 Readiness to Change
 Follow-up Measure of Change
K- P I R S Profile
7-Clinical Scales
MD:
LP:
FC:
IC:
S-HI:
S/AI:
Mood Difficulties
Learning Problems
Food Concerns
Interpersonal Conflict
Self-Harm Indicators
Substance/ Addiction Issues
AI: Academic Interference
SI: Social Interference
K-PIRS
Research & Development
 Clinical norms developed on college student-clients using samples
from counseling centers of nine institutions (N=4,703)
 Data includes student readiness for change and also level of
interference to academic and social functioning.
 Follow up research demonstrates level of change that occurs from
intake to session 3 and session 6.
 Special forms of the K-PIRS are being adapted to serve as a
general measure of student personal/emotional concerns.
LPI
(Life Perspective Inventory)
Developed to gain information concerning student’s life
perspective and personal resilience.
Factor 1: Personal Effectiveness includes outlook, problem
solving, overall health, emotional stability, and personal
meaning.
Factor 2: Social Support includes personal and family
interactions, available resources, and opportunities.
* Presently, used as an experimental inventory until validity and normative
studies completed.
STEP 2: I M P L I C A T I O N
Providing interpretation and interactive consultation
Implication
(Goal Activity)
Designed for self, peer mentor, and professional consultations
N O W W H A T?
Interventions That Follow Assessment
 Follow-up Measurement of Student Health Behaviors
 Advisor Assessment of Student Learning Behaviors
Example Intervention Program
PAC-CATS Program
The purpose of the PAC-CATS grant program is to provide an
intervention for first-year K-State students that raises awareness and
promotes healthy lifestyle behaviors in the areas of physical activity,
eating behavior, and personal management skill.
Helping students to develop these lifestyle behaviors can help
reduce future risk of overweight and obesity.
How Fit are KSU Freshmen Students?
 Baseline Behaviors
 Readiness for Change
 Educational Intervention
 Intensive Change Intervention
 Outcomes
Objectives for Freshman
 Gain Awareness of Health Behaviors
 Have Knowledge of Health Guidelines
 Become Motivated to Change
 Set Personal Goals
 Learn Processes to Self Regulate
Elements of PAC-CATS Program
1. Health Behaviors Assessment
Individual assessment and personalized feedback on:
 Physical Activity
 Eating Behavior
 Personal Management Skill
Pre & Post-Tests: Participants take the assessment at the
beginning and at the end of the program
Elements of PAC-CATS Program
2. Behavior Change Process

Establish goals for increasing healthy behaviors, based
on health assessment feedback:
• I want to jog or use the aerobics machines at the Rec
Center 3 times a week for 30 minutes a session.
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Establish action steps to reach goals:
• Block off 1 hour for exercise on Mondays, Tuesdays,
and Thursdays of each week in weekly planner.
• Arrange to meet a friend at the Rec every Monday at a
certain time.

Design system to monitor behaviors and progress
toward goals - which includes designing ways to reinforce
your progress.
Elements of PAC-CATS Program
3. Peer Mentors

Participants have their own personal mentor who are
students with knowledge in the areas of physical activity,
nutrition, and personal management skill.
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Mentors help students set goals, design action steps, and
monitor progress, and provide motivation.
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Mentors provide support (Students Helping Students)
MENTORING
Helping Students, Help Themselves
Elements of PAC-CATS Program
4. Program Resources
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The PAC-CATS Website contains information, self-help
tips and links to helpful resources in the areas of physical
activity, nutrition, and personal management skill. It is a
valuable tool for developing the knowledge and skills that
help students be successful in their personal programs.
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Healthy Behaviors Workbook
provides a systematic process for the student to move
from assessment, organize a plan, and monitor and adapt
based upon results.
Health Behavior Changes: Year 2005 & 2006
Positive Change from Pre to Post
Physical Activities
Eating Behaviors
HBA
Profile Variables
Peer Mentored
(N=128)
General Physical Activity
**
Stretching/Flexibility
**
**
**
Strength Training
**
**
**
Fruits & Vegetables
**
**
*
Whole Grains
**
*
Low-fat or Fat-free Dairy
**
High-fat Foods
**
*
Caffeinated Beverages
**
**
Regular Pop/Soda
**
**
Sweetened Beverages
**
**
Alcoholic Beverages
*
Education Only
(N=132)
Group Difference
**
*
Time Management
Personal
Management Skill
Relaxation Techniques
**
*
Positive Thinking
**
**
Creative Problem Solving
**
**
Stress Impact
**
**
*
Sleep
* p < .05, ** p < .01
What did we learn about K-State students?
 Weight and health issues were present with a significant
number of students.
 Awareness building using methods of assessment &
education were steps that increased readiness for change.
 Involvement in programs of change & support produced
significantly positive changes in health behaviors:
15 of 17 areas for two cohort freshmen (Fall 05, Fall 06)
 Participant reports indicated that learning to self-regulate
(set goals and carry through) increased confidence and
transferred to other behaviors applied to many areas of
their life.
Example Applied to Student Advising
 Advisor meets through individual appointment with student
(or group seminar)
 Assigns a set of Assessments to provide data on student
individualized learning process (CLEI, HBA, K-PIRS)
 Conducts a developmental interview (some structured process to
review key points in student learning history
 Synthesizes with the student strengths and weaknesses of
approach to learning
 Facilitates suggestions for improvement or change with student
input
Observations
Concordia College Academic Counselors
• “My students really seem to like it. They seem to talk more when
we have the CLEI in front of us.”
• “This (the CLEI) is a great tool to use with non-verbal clients.”
• “I feel like our interventions are more on target and the student’s
take more ownership in their academic success plans.”
• “The CLEI is easy to implement and the online scoring is great.”
• “Use of the CLEI by counselors increased student engagements.”
C L E I Example Profile “A”
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Female, Sophomore, Majoring Business/Marketing
GPA 3.25 on a 4.0 Scale
Dx Hypotheses
Brainstorming Possible Explanations
from a CLEI Profile
1.
2.
3.
4.
5.
Possible Interventions
Ideas for Intervention Strategies to be used
based on the Dx
1.
2.
3.
4.
5.
C L E I Example Profile “B”
•
•
Male, Sophomore, Major Undecided
GPA below 1.9 on a 4.0 Scale
Dx Hypotheses
Brainstorming Possible Explanations
from a CLEI Profile
1.
2.
3.
4.
5.
Possible Interventions
Ideas for Intervention Strategies to be used
based on the Dx
1.
2.
3.
4.
5.
CLEI Online Follow-up
Examples of possible strategies will be included
with the profile in the future.
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Keep track of your goals
Prepare an academic calendar
Join an activity club
Establish behavior change goals
Practice self reflection
Set up an appointment with your academic adviser
Set up an appointment with your institutions counseling
Services office
STEP 3: I M P R O V E M E N T
Implementing changes strategies and
measuring outcomes
Improvement
(Outcome)
OUTCOME EVALUATION
 Psycho-social Variables
 Student Success Outcome Variables
 Relationship of Psycho-social Variables
to Success Outcomes
Study
Behaviors
Health
Behaviors
Decision
Process
OUTCOME
Student Success
Personal
History
Emotional
/Personal
Concerns
Relationship of Study Behavior with GPA
CLEI Mean Score (raw)
5
a
b
4
c
a
a
b
b
a
c
3
a
a
a
a
b
b
c
c
b
2
1
Academic SelfEfficacy
Organization &
Attention
Stress & Time Involvement with
Press
College Activity
2.9-below
3.0-3.4
Emtional
Satisfaction
Class
Communication
3.5-above
Higher GPA significantly associated with higher scores in
the six-CLEI scales (N=592).
Relationship of Emotional/Personal Concerns
with Academic & Social Functioning
Interferences
K-PIRS Scales
Academic
Functioning
Social
Functioning
1. Mood Difficulties
.34**
.52**
2. Learning Problems
.56**
.15**
3. Food Concerns
.12**
.25**
4. Interpersonal Conflicts
.11**
.40**
5. Career Uncertainties
.24**
.06**
6. Self-Harm Indicators
.17**
.23**
.09**
.13**
7. Substance/Addiction Issues
N=872
**, Correlation Coefficients are significant with p<.01
Relationship of Health Behavior with
Student Success Outcome
Alcohol
Consumption
- .216
GPA
- .184
Unhealthy Eating
.147
Personal
Management Skill
.115
.497
Life
Satisfaction
.167
Healthy Eating
.090
Vigorous Exercise
Moderate
Physical Activity
.104
- .175
- .136
BMI
Regression coefficients of health behavior variables for each predictors
(GPA, Life Satisfaction, BMI); Significant at alpha=.05; N=347.
Demographical Factors
Impacting Psycho-social Variables
 Gender
 Year in College
 Ethnicity
 Fraternity/ Sorority Affiliation
 Housing Type
 Other Factors
Demographical Factor in Health Behaviors
- Gender  Female students are doing better with eating behaviors,
specifically in the areas of foods to use in moderation or
sparingly (caffeinated, sweetened, alcoholic beverages, and
regular pop/soda).
 Male students do more physical activities, specifically in
strength training.
 Male students have less stress impacts, and use relaxation
techniques more frequently.
Demographical Factor in Health Behaviors
- Fraternity/Sorority members -
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Lower BMI
Greater fruits & vegetables consumption
Greater physical activity (stretching/flexibility, strength training)
Greater alcoholic beverages consumption
Demographical Factor in Study Behaviors
- Lower Class vs. Upper Class CLEI Mean Score)
5
**
4
**
**
3
2
1
Academic SelfEfficacy
Organization &
Attention
Stress & Time
Press
Lower Class (n=381)
Involvement with
College Activity
Emtional
Satisfaction
Class
Communication
Upper Class (n=216)
Lower class students had significantly lower scores in Academic
Self-Efficacy, Involvement with College Activity, and Class
Communication of the six-CLEI Scales
Demographical Factor in Emotional/Personal Concerns
- Majority vs. Minority -
K-PIRS T-Score
70
60
**
**
**
50
**
**
**
40
30
MD
LP
FC
IC
CU
Minority (N=1,038)
SH
SA
ACD
SOC
Majority (N=3,502)
Minority clients: Higher levels in Mood Difficulties, Learning Problems,
Interpersonal Conflicts, Career Uncertainties, Self-harm Indicators, &
Academic interference
DISCUSSION
Future Research
Utilizing a complete battery of the three K-CAT inventories to
measure a broad picture of college students’ health behavior,
mental health, learning attitudes and behaviors providing a
comprehensive view of psycho-social variables that may
impact their overall functioning in college.
Additional Tools
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Life Perspective Inventory
Career Deciding
Stress & Resilience Inventory
Problem Identification – Students in General
MEASUREMENT TO OUTCOME
CLEI
Baseline
Implication
(Goal Activity)
Readiness
Standard
HBA
K-PIRS
Identification
(Assessment)
Improvement
(Outcome)
End of Slide Show