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Toward a Holistic Theoretical Model of Momentum for Community College Student Success

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Higher Education: Handbook of Theory and Research

Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 32))

Abstract

In this chapter, I advance a new theoretical model of momentum for community college student success. I first offer a comprehensive review and critique of the academic momentum literature within the context of research on community college student outcomes, describing both conceptual perspectives and empirical studies in this vein, reviewing their strengths and limitations, and assessing their contributions to the knowledge base on community college student success. Based on this review, I argue that the notion of momentum from Newton’s classical mechanics holds great theoretical promise for further advancing the research on this important topic, but two key dimensions of momentum are missing from the current literature: teaching and learning within the community college classroom, as well as students’ motivational attributes and beliefs. The chapter culminates in a new holistic theoretical model of momentum for community college student success. By deeply situating students’ momentum within their course-taking trajectories and their experiences within courses, and by framing the cultivation of students’ attitudes and beliefs as a core part of building momentum, the new model accounts for a fuller and richer meaning of momentum and can be used to better inform research, policy, and practice aimed at fostering community college student success.

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Notes

  1. 1.

    To be sure, the use of transcripts to test the relationship between enrollment behaviors and educational attainment for community college students can be traced back as early as Grubb (1989). Grubb pinpointed the importance of progress and the need to take sufficient numbers of credits to promote attainment, without explicitly articulating these as momentum .

  2. 2.

    I should note that, in addition to teaching and learning within the classroom, there has also been limited research on a range of curricular and co-curricular offerings intended to support student learning , such as supplemental instruction, learning communities, and student success courses (Butler & Christofili, 2014; Crisp & Taggart, 2013; Dawson, Meer, Skalicky, & Cowley, 2014; Goomas, 2014; Laanan, Jackson, & Stebleton, 2013; Lorch, 2014; Malnarich, 2005). In general, these studies show a positive relationship between participation in these support programs and student outcomes . For example, Dawnson et al. (2014) and Goomas (2014) illustrated that participation in supplemental instruction and academic support programs is associated with lower failure and withdrawal rates, higher course completion, retention , and graduation rates, as well as stronger academic skills and relationships with peers. Similarly, participation in learning communities is positively related to learning gains (Laanan et al., 2013), attainment of goals (Lorch, 2014; Malnarich, 2005), and improved self-motivation (Bulter & Christofili, 2014). Overall, studies on these structured student success programs and offerings are rather scattered, especially considering the wide range of differences across each program, and how each is implemented and studied. As Crisp and Taggart (2013) maintained, much more systematic research better at drawing causal inferences is warranted to understand how and why these support programs potentially influence community college students ’ short-term and long-term outcomes. Also, as most of community college students are not able to participate in these support programs due to employment and family obligations, these programs’ potential for building momentum is relatively limited, compared with what could result from innovations that occur within the classroom context.

  3. 3.

    In recent years, the term “noncognitive skills ” has been liberally applied to refer to students ’ personal qualities and attributes beyond cognitive ability that are beneficial to student learning and success . However, it has received valid critiques for its inaccurate implication that there are aspects of individuals’ psychological functioning devoid of cognition (e.g., Duckworth & Yeager, 2015). Also, in recent work conceptualizing “noncognitive” skills, sometimes metacognitive skills are labeled as a subcategory of “noncognitive” skills (e.g., Farrington et al., 2012). This is also problematic as metacognition , by definition, is cognition of cognition (Hacker, 1998, p. 3). In addition, metacognitive strategies and skills, going by their classic definitions in the literature, distinctively pertain to students ’ cognitive and learning processes (Veenman, Hout-Wolters, & Afflerbach, 2006) instead of personal attributes and beliefs that are often described as “noncognitive” in the recent literature. For these reasons, in this chapter, I do not formally adopt the term “noncognitive” skills when describing various forms of motivational momentum . Furthermore, I intentionally keep metacognition distinct from the motivational domain.

  4. 4.

    Perseverance is not to be confused with resilience. Perseverance and resilience have some overlapping in concept and meaning. Perseverance covers a broader meaning than resilience. Perseverance puts more emphasis in a strong will to hang on (Colquitt & Simmering, 1998; Kanfer & Ackerman, 1989). Resilience describes the ability to recover/restore its normal state (Howard & Johnson, 2000; Luthar, Cicchetti, & Becker, 2000; Masten & Powell, 2003; Smith et al., 2008). Given these distinctions, perseverance aligns well with the momentum framework.

  5. 5.

    Dual enrollment programs are designed to allow high school students to enroll in high school and programs offering college courses concurrently (Andrew, 2004; Bragg, Kim, & Barnett, 2006).

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Acknowledgments

I am grateful to Linda Hagedorn for her support and guidance throughout the writing of this chapter. I also wish to thank Ning Sun and Hsun-yu Chan for excellent research assistance.

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    Xueli Wang

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Wang, X. (2017). Toward a Holistic Theoretical Model of Momentum for Community College Student Success. In: Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 32. Springer, Cham. https://doi.org/10.1007/978-3-319-48983-4_6

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