Are we reaching the right students? Results of a needs assessment targeting higher education trainings fostering study success through self-management

Abstract Research shows that low motivation, negative emotions, and poor self-regulation are risk factors for poor study success and dropout. Against the backdrop of high dropout rates, these findings underline the need for tailored self-management trainings fostering corresponding skills in undergraduates with a respective at-risk profile. However, it has been suggested that mostly those students who are already academically engaged and motivated enroll in such programs. To clarify whether such tailored trainings actually reach students with high training need, that is, students that are at high risk for low achievement and well-being, as well as study dropout, a representatively stratified quota sample of 890 students at German higher education institutions were surveyed about their motivation, emotions, self-regulation, and their subjective needs assessment for these trainings. Using Latent Profile Analysis of motivational, emotional, and self-regulatory characteristics, three student profiles were identified that differed substantially also in their study success. Particularly, a considerably large group of at-risk students was identified (27% of the sample). Contrary to common assumptions, these at-risk students with a high objective need for self-management trainings reported high participation willingness, indicating that the core target group is in fact open to training. Results on preferences for training design and implementation showed that at-risk students prefer face-to-face trainings that are integrated into regular courses and offer credits and opportunities for (anonymous) participation and social sharing. Our findings offer insight into how to develop tailored support measures that are characterized by acceptance, participation, and effectiveness for at-risk students.