Peer Coaching and Motivational Interviewing in Postsecondary Settings: Connecting Retention Theory with Practice

Zachary Warner, William Neater, Lauren Clark, Jon Lee

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Academic coaching is growing as a form of retention support, but questions surrounding what coaching should be continue to limit its potential. We argue that a resolution lies in increasing alignment between coaching practice, retention theory, and motivation, and that peer-led coaching guided by motivational interviewing offers a potentially unique blend of theory and practicality. Using phenomenological analysis procedures, we explore the experiences of a cohort of peer coaches to track changes in their perceived role and the skills they found most important to their success. Findings suggest peer coaches utilizing a framework guided by motivational interviewing came to view themselves as facilitators of change who nurtured intrinsic motivation by relying on their ability to form meaningful relationships with the students they served.

Original languageEnglish (US)
Pages (from-to)159-174
Number of pages16
JournalJournal of College Reading and Learning
Volume48
Issue number3
DOIs
StatePublished - Jun 23 2018
Externally publishedYes

Keywords

  • academic coaching
  • motivation
  • motivational interviewing
  • retention

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language

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