Higher education is undergoing rapid social changes that demand renewed justification of its roles. Coaching has emerged as a potentially effective tool to enhance students’ academic performance and well-being, yet the evidence base remains fragmented across outcomes, designs, and delivery formats. This systematic literature review synthesised empirical educational coaching interventions targeting higher education students. Following PRISMA procedures, 25 studies were included after full-text screening at Web of Science and Scopus. Across 85 assessed outcome variables, 71 showed statistically significant improvements, with the most consistent gains in life skills, educational attainment, and career/employability related indicators. Most interventions used coaches embedded in the same institution, potentially facilitating contextual fit and communication. Overall, coaching in higher education appears promising for supporting students’ intra- and interpersonal competencies, academic performance, and career readiness; however, heterogeneity in study designs and outcome reporting limits causal inference and calls for more rigorous, theory-driven trials and longitudinal evaluations.
José Alejandro Cueto, I. Celaya, Álvaro Balaguer et al.· International Journal of Evi...· 0 citations
The literature shows that parenting style is the main factor for the positive development of children at all stages of development. Positive development has been evaluated using various psychological constructs. This study analyzes this relationship using four constructs with a strong adaptive component: dispositional optimism, hope, general self-efficacy and sense of coherence. Additionally, we adopt an ecological perspective and examine whether these associations differ across cross-sectional age groups, sex, and academic pathways. To this end, a sample of 1507 adolescents and emerging adults from different academic pathways, between 12 and 18 years old and 52% female, completed the following questionnaires: the Youth Life Orientation Test (YLOT), Children’s Hope Scale (CHS), General Self-Efficacy Scale (GSS), Sense of Coherence Scale (SOC-13) questionnaires and a scale for evaluating parenting style (Scale for the Evaluation of Parenting Style in Adolescents). A random sampling was carried out by schools in a Spanish province. Previous reliability and validity analyses of the constructs were carried out and correlational analyses and structural predictions were made. The results show that the constructs define a unique factor of positive development and that positive parenting is associated with better positive development. However, the relevance of these relationships are lower as the age group is higher, except in the group of young people with less successful academic pathways. The relation between positive parenting and positive development are different depending on sex, adolescent stage and academic pathway. Families that provide positive support may calibrate their involvement to the needs typically associated with different age groups. Implications for family and academic arenas are discussed.
Álvaro Balaguer, S. Orejudo, Elkin O. Luis· Current Psychology· 0 citations
