The Counseling Center Assessment of Psychological Symptoms-62 (CCAPS-62) and College Academic Outcomes

2021 ◽  
pp. 001100002110103
Author(s):  
Hillel Samlan ◽  
Ellen Hawley McWhirter ◽  
Brian A. M. Clark
Keyword(s):  
Academic Outcomes ◽  
Psychological Symptoms ◽  
College Counseling ◽  
Counseling Center ◽  
First Year ◽  
Lower Term ◽  
Academic Risk ◽  
First Year Students ◽  
Grade Point ◽  
College Counseling Centers

College students experiencing psychological distress are at risk for negative academic outcomes. The Counseling Center Assessment of Psychological Symptoms-62 (CCAPS-62) is a symptom inventory designed for and widely used in college counseling centers. However, the relationships between the CCAPS-62 and functional outcomes in the college environment have not been examined. This study examined the validity of the CCAPS-62 in predicting term grade point average (GPA) and dropout. Data from 297 first-year students at a university’s counseling center were analyzed using multiple regression to determine associations between CCAPS-62 subscales, term GPA, and dropout within the subsequent three academic years. Results show that academic distress was predictive of all academic outcomes in the expected directions, social anxiety was associated with higher term GPA and retention, and hostility was associated with lower term GPA and dropout. Results demonstrated support for the instrument’s predictive validity in the identification of students at academic risk.

Military Background and Gender Identity in Psychological Assessment Among College Students: Factorial Invariance of the Counseling Center Assessment of Psychological Symptoms–62 (CCAPS-62)

Assessment ◽  
2021 ◽  
pp. 107319112199876
Author(s):  
Arpita Ghosh ◽  
Christopher R. Niileksela ◽  
Rebecca Janis
Keyword(s):  
Gender Identity ◽  
Structural Equation ◽  
Psychological Symptoms ◽  
College Counseling ◽  
Counseling Center ◽  
Factorial Invariance ◽  
Equation Modeling ◽  
Future Research ◽  
Military Background ◽  
And Gender

The purpose of this study was to examine the factorial invariance of the Counseling Center Assessment of Psychological Symptoms–62 (CCAPS-62) across military background and gender identity. A sample of 2,208 military students and 2,208 nonmilitary students were chosen from a large database of university and college counseling centers. Using exploratory structural equation modeling, findings suggested the CCAPS-62 is mostly invariant across military background and gender identity. Only three item thresholds appeared to be noninvariant across groups. These results suggest comparisons of scores across military background and gender can be made. Latent mean differences across groups were also examined. After controlling for several background variables, there were some differences between males and females on subscales measuring depression, eating concerns, and generalized anxiety, but no differences between military and nonmilitary students. Implications for practice and future research are discussed.

Do First-Year College Students' Expectations Align with their First-Year Experiences?

NASPA Journal ◽  
2005 ◽  
Vol 42 (2) ◽  
Author(s):  
Joshua S. Smith ◽  
Ellen C Wertlieb
Keyword(s):  
College Students ◽  
Transition To College ◽  
First Year ◽  
Academic Expectations ◽  
Social Expectations ◽  
First Year Students ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
First Year Experiences

First-year college students’ expectations about "what college is like" do not always align with their actual experiences. This study examined 31 first-year students’ social and academic expectations and compared those expectations with students' experiences at the middle and end of their first year of college. Paired t tests revealed that students' academic and social expectations did not align with their first-year experiences. Academic and social expectations/experiences were not statistically significant predictors of first-year academic achievement. However, students with unrealistic high social or academic expectations had lower first-year grade point averages (GPAs) than students with average or below-average expectations. Recommendations for increasing high school and college collaboration to assist students with the transition to college are included.

scholarly journals First semester academic performance: The importance of early indicators of non-engagement

2018 ◽  
Vol 9 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Jacques Van der Meer ◽  
Stephen Scott ◽  
Keryn Pratt
Keyword(s):  
Academic Performance ◽  
Student Success ◽  
Grade Point Average ◽  
First Year ◽  
First Year Students ◽  
Grade Point ◽  
Retention Strategy ◽  
First Semester ◽  
Efficiency And Effectiveness ◽  
The University

Success, progression and retention of students are goals of many university strategic directions and policies. For many decades it has been recognised that the greatest focus in any retention strategy should be on first-year students. University of Otago too has goals around student success. The Strategic Plan of the institution also identified that in the context of a fiscally constrained environment, all of our activities and processes need to be assessed for efficiency and effectiveness.  To this end, a pilot was undertaken in one area of the university to identify possible indicators of first-year students’ non-engagement in the first semester and their possible impact on the first semester academic performance. The findings suggest that there are indeed some indicators that predict Grade Point Average at the end of the first semester.

scholarly journals Lingering effects of COVID-19 on the mental health of first-year university students in Japan

PLoS ONE ◽  
2022 ◽  
Vol 17 (1) ◽  
pp. e0262550
Author(s):  
Ryo Horita ◽  
Akihiro Nishio ◽  
Mayumi Yamamoto
Keyword(s):  
Mental Health ◽  
Suicidal Ideation ◽  
High Risk ◽  
University Students ◽  
Psychological Symptoms ◽  
Japanese Version ◽  
Subscale Score ◽  
First Year ◽  
First Year Students ◽  
First Year University

Background The coronavirus disease 2019 (COVID-19) pandemic is continuing unabated in Japan, as of October 2021. We aimed to compare first-year university students’ psychological distress before the pandemic in 2019, during the pandemic in 2020, and one year after the onset of the pandemic, in 2021. Methods The study conducted online surveys over three years from April to May each year. Participants were 400 first-year students in 2019, 766 in 2020, and 738 in 2021. We examined differences in scores on the Counseling Center Assessment of Psychological Symptoms—Japanese version (CCAPS-Japanese) between the three years using a one-way analysis of variance, and differences in the CCAPS-Japanese critical items using chi-squared test and residual analysis. Results The average scores on the Depression and Generalized Anxiety subscale in 2021 were significantly higher than those in 2020, but remained the same as in 2019. The Academic Distress subscale score in 2020 was the worst compared to 2019 and 2021. Meanwhile, the number of students who experienced severe suicidal ideation increased year by year from 2019 to 2021. Conclusion The mean mental health of first-year university students worsened after the onset of the COVID-19 pandemic, and recovered to the pre-pandemic level over the next two years. However, the number of high-risk students with suicidal ideation continued to increase. A system is required for early detection and support for students at high risk of mental health issues.

scholarly journals Beyond Books: The Extended Academic Benefits of Library Use for First-Year College Students

2017 ◽  
Vol 78 (1) ◽  
Author(s):  
Krista M. Soria ◽  
Jan Fransen ◽  
Shane Nackerud
Keyword(s):  
College Students ◽  
Academic Outcomes ◽  
Academic Engagement ◽  
Academic Skills ◽  
First Year ◽  
Grade Point ◽  
Reference Services ◽  
First Year College ◽  
Academic Benefits ◽  
First Year College Students

The purpose of this paper was to investigate whether there are relationships between first-year college students’ use of academic libraries and four academic outcomes: academic engagement, engagement in scholarly activities, academic skills development, and grade point average. The results of regression analyses suggest students’ use of books (collection loans, e-books, and interlibrary loans) and web-based services (database, journal, and library website logins) had the most positive and significant relationships with academic outcomes. Students’ use of reference services was positively associated with their academic engagement and academic skills, while enrollment in library courses was positively associated with grade point averages.

A Diversity Ideology Intervention: Multiculturalism Reduces the Racial Achievement Gap

2020 ◽  
pp. 194855062093822 ◽  
Author(s):  
Hannah J. Birnbaum ◽  
Nicole M. Stephens ◽  
Sarah S. M. Townsend ◽  
MarYam G. Hamedani
Keyword(s):  
Achievement Gap ◽  
Academic Outcomes ◽  
The United States ◽  
Control Group ◽  
First Year ◽  
Racial Achievement Gap ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
Racial Achievement

In the United States, underrepresented racial minority (URM) students continue to face psychological barriers that undermine their achievement and fuel disparities in academic outcomes. In the current research, we tested whether a multicultural ideology intervention could improve URM students’ grade point averages (GPAs) during the first 2 years of college and thereby reduce the racial achievement gap. Specifically, first-year college students ( N = 407) read a diversity statement that represented the schools’ diversity ideology in terms of either multiculturalism or colorblindness. URM students who read a multicultural diversity statement earned higher GPAs 2 years later compared to those who read a colorblind diversity statement. Furthermore, they earned higher GPAs compared to a nonparticipant campus-wide control group. The current study is the first to demonstrate that multiculturalism can increase the long-term academic outcomes of URM students in college.

scholarly journals An Analytic Model to Assist Academic Advisors

2002 ◽  
Vol 22 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Stephen L. DesJardins ◽  
Wang Jie
Keyword(s):  
Statistical Model ◽  
Grade Point Averages ◽  
First Year ◽  
Low Grade ◽  
Academic Advisors ◽  
Students At Risk ◽  
Multivariate Statistical ◽  
First Year Students ◽  
Grade Point ◽  
Multivariate Statistical Model

We detail how academic advisors at two land grand universities benefit from the identification of factors related to poor academic performance of first-year students. We used a multivariate statistical model and data from one institution to identify characteristics of students at-risk of earning low grade point averages. We showed through a second application of the statistical model that first-year dropout was directly related to grade point average.

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