Appendix A

Literature Searches Commissioned by the Committee

The committee commissioned six literature searches from the National Academies’ research center to aid in the writing of this report.

PARAMETERS

Date: 2010-present

Language: English

Country: United States, International

DATABASES

ERIC (Ovid)

PsycINFO + PsycArticles (ProQuest)

Scopus

Web of Science

SEARCH DATE: SEPTEMBER 8, 2015

The committee first commissioned a search to explore potential relationships between intra- and interpersonal competencies and academic achievement and persistence for various student groups that may face disadvantages, such as minorities, low-income students, and those with disabilities. Search terms included intrapersonal competency, interpersonal competency, habit, agency, conscientiousness, grit, participation, teamwork, communication skills, academic mindset, productive disposition and col-

lege persistence or college success. They also included academic identity, STEM identity, underrepresented groups, minority students, racial minorities, ethnic minorities, first-generation students, disabilities, low-income students, LGBTQ students, nontraditional students, risk, resilience, and academic achievement or academic persistence or outcomes of education.

SEARCH DATE: SEPTEMBER 15, 2015

Next, the committee commissioned a search to explore potential relationships between various intra- and interpersonal competencies and college persistence. The search focused on skills and abilities that are clustered within the intra- and interpersonal domains in a prior National Academies study (National Research Council, 2012b). Search terms included teamwork, communication, motivation, self-regulation, metacognition, and college persistence.

SEARCH DATE: OCTOBER 6, 2015

To inform deliberations about mental health and its relationship with college persistence, the committee commissioned another search focused on various intrapersonal skills and abilities that are clustered under the umbrella concept of “positive core self-evaluation” in the prior National Academies study (National Research Council, 2012b). The search terms included positive self-evaluation, neurosis/neuroticism, emotional stability, self-monitoring, self-reinforcement, psychological health, college completion, college persistence, and academic persistence.

SEARCH DATE: NOVEMBER 11, 2015

Next, the committee commissioned a search to explore potential relationships between interpersonal competencies and college persistence. The search focused on various interpersonal skills, and abilities are clustered under the umbrella concepts of “teamwork and collaboration” and “leadership” in the prior National Academies study (National Research Council, 2012b). Search terms included communication, collaboration, teamwork, cooperation, coordination, interpersonal skills, empathy, perspective taking, trust, service orientation, conflict resolution, negotiation, leadership, responsibility, assertive communication, self-presentation, social influence, and college persistence or college completion.

SEARCH DATE: JANUARY 12, 2016

To inform its discussions about intra- and interpersonal competencies that college leaders have identified as important outcomes for all graduates, the committee commissioned a search to explore potential relationships between such competencies and college persistence. Search terms included ethics, ethical reasoning, ethical action, intercultural knowledge, intercultural competence, intercultural sensitivity, diversity knowledge, lifelong learning, self-directed learning, civic engagement, teamwork, oral communication, and college persistence or college completion.

SEARCH DATE: MARCH 9, 2016

To follow up on the January search, the committee commissioned a search to explore what is known about assessing competencies that college leaders have identified as important outcomes for all graduates. Search terms included ethics, ethical reasoning, ethical action, intercultural knowledge, intercultural competence, intercultural sensitivity, diversity knowledge, lifelong learning, self-directed learning, civic engagement, teamwork, oral communication, interpersonal skills, and assessment or assess or measure and college or undergraduate or university and college student.

SEARCH DATE: SEPTEMBER 19, 2016

Finally, the committee commissioned a search to explore literature on assessing the eight competencies identified in Chapter 2. Search terms included assessing or assessment or measuring or measurement along with terms reflecting behaviors related to conscientiousness (e.g., study habits, goal setting, time management, grit, persistence); sense of belonging (belonging, connectedness, campus climate, school climate, social integration); academic self-efficacy (academic self-efficacy, self-confidence, school success, self-concept); and the other competencies identified by the committee, including growth mindset, utility goals, utility values, intrinsic goals, intrinsic interests, inherent interests, intrinsic motivation, prosocial goals, prosocial values, altruism, social responsibility, social commitment, positive future self, imagined future identity, and perceived future success.

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