Human Emotions Incorporated: providing

tools to culture Emtional Wisdom, Student Succes and Balance in Life

The WISE way to strengthening student success and EQ

Launier, R. A. (2006). Strengthening Student Success: A quasi-experimental, multivariate, repeated measures test of the Prochaska model of development. Submitted to Teaching of Psychology.


Approximately 35% of entering college students lack the basic academic skills, study skills, commitment and/or disposition toward learning needed to succeed in college courses. General psychology courses occupy a unique position to contribute to the success of these students. Based on the Prochaska model of “self-directed” change, quasi-experimental research was conducted to evaluate the utility and effectiveness of a psychological inventory that provides feedback and semester project guidance to strengthen student success. The Wellness Inventory of Student Effectiveness generates self-assessment of strengths and weaknesses in 18 areas. Participants (N: 93) from general psychology were assigned to one of three conditions: WISE targeted intervention group, WISE repeated measures control group, and WISE finish-line only control group. Significant effect sizes were found in 15 of the 18 WISE finish-line scores and ranged from r’s of .30 to .43 (rmean = .37); d’s ranged from .62 to .94 (dmean = .79). Based on end-of semester outcomes and compared to the control finish-line only group, WISE baseline and project members had fewer sources of stress, stronger time management and study habits, fewer physical ill health symptoms, more positive emotional stress balance, and higher scores on emotional resiliency, optimism, internal locus of control, self-actualization, intellectual pursuits and sense of purpose. Amongst members of the WISE intervention group, compared to non-targeted scale areas, significant change score improvements occurred in 66% of the scale areas targeted. The null hypothesis of no difference is therefore rejected. The WISE assessments, used with the Prochaska model of development, leads to statistically significant improvements in basic academic skills, study skills, commitment and/or disposition toward learning needed to succeed in college.Student learning outcomes needed to succeed in college can be strengthened through teaching general psychology.