K-CAT

Krumrei, E., Newton, F. & Kim, E. (2010). A multi-institution look at college students seeking counseling: Nature and severity of concerns. Journal of College Student Psychotherapy, 24(04), pp. 261 - 283.

Abstract

This study provides information about students seeking counseling (N = 3,844) at 9 institutions of higher education. The K-PIRS, an empirically validated measure, was used to assess 7 problem areas (mood difficulties, learning problems, food concerns, interpersonal conflicts, career uncertainties, self-harm indicators, and addiction issues). Forty-two percent of students presented with multiple problems, and most reported that their concerns interfered with their academic (87%) and social (90%) functioning. A majority of students (61%) were in a stage of contemplation when seeking counseling. Only 24% were in a stage of action. There were small differences in problem scores by participants' gender, ethnicity, year in school, type of residence, work status, previous treatment, and use of psychiatric medication. Implications are discussed for counseling practitioners working with college students.

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Article on K-PIRS development: Robertson, J.M., Benton, S.L., Newton, F.B., Downey R.G., Marsh, P.A., Benton, S.A., Tseng, W., & Shin, K. (2006). K-State problem identification rating scales for college students. Measurement and Evaluation in Counseling and Development, 39, 141-160.

Abstract

The K-State Problem Identification Rating Scales, a new screening instrument for college counseling centers, gathers information about clients' presenting symptoms, functioning levels, and readiness to change. Three studies revealed 7 scales: Mood Difficulties, Learning Problems, Food Concerns, Interpersonal Conflicts, Career Uncertainties, Self-Harm Indicators, and Substance/Addiction Issues.

Krumrei, E., Newton, F.B., Kim, E., & Wilcox, D. (in review). Psychosocial learning factors predicting first-year college student success. Journal of College Student Development.

Abstract

This study examined the ability of six- psychosocial factors assessed by the College Learning Effectiveness Inventory (academic self-efficacy, organization and attention to study, stress and time press, involvement with college activity, emotional satisfaction, class communication) to predict college success among a sample of 579 first-year college students. The psychosocial factors were significant predictors of grade point average and life satisfaction. The results are relevant to Student Affairs efforts to promote academic success and student retention. Discussion is provided on how these findings can be incorporated into intervention with students.

Newton, F.B., Kim, E., Downey, R.G. & Benton, S.L. (2010). Personal factors impacting college student success: Constructing College Learning Effectiveness Inventory (CLEI). College Student Journal. 44(1), 112-125.

Abstract

The College Learning Effectiveness Inventory, a new assessment tool identifying personal variables important to college student success, was constructed using empirical approaches grounded in a conceptual model. The exploratory and confirmatory studies revealed the six-underlying factors: Academic Self-Efficacy, Organization and Attention to Study, Stress and Time Press, Involvement with College Activity, Emotional Satisfaction, and Class Communication. Future research on the predictive validity would provide evidence to support use of the CLEI as a screening tool to design interventions for student academic success and retention efforts.