Facilitating academic performance in college: understanding the role of clear and organized instruction
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Consistency in course descriptions increases curricular alignment with program or departmental objectives and enables better content development and strategic planning.
“Consistency in course descriptions increases curricular alignment with program or departmental objectives and enables better content development and strategic planning [31].”
From Generative AI-Powered Educational Alignment: A Framework for Matching Syllabus Course Topics with Web Description (2024) · cites this paper as [31]
Cites
Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004) · Psychological Bulletin · doi:10.1037/0033-2909.130.2.261 · Cited by 2,479 · see citing works
The Effects of Student-Faculty Interaction In the 1990s
Kuh, G. D., & Hu, S. (2001) · The Review of Higher Education · doi:10.1353/rhe.2001.0005 · Cited by 774 · see citing works
Kim, Y. K., & Sax, L. J. (2009) · Research in Higher Education · doi:10.1007/s11162-009-9127-x · Cited by 510 · see citing works
Allen, J., Robbins, S. B., Casillas, A., & Oh, I.-S. (2008) · Research in Higher Education · doi:10.1007/s11162-008-9098-3 · Cited by 430 · see citing works
Flagged first, then by citations
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Liu, L., Mendoza, R. A., Martin, T. R., & Miori, V. M. (2024) · Proceedings of the 2024 9th International Conference on Distance Education and Learning · doi:10.1145/3675812.3675874 · Cited by 4 · see citing works
- Authors
- Roksa, J., Trolian, T. L., Blaich, C., & Wise, K.
- Affiliations
- University of Virginia (US)
- University at Albany, State University of New York (US)
- Wabash College (US)
- Corresponding author
- Roksa, Josipa
- Venue
- Higher Education
- Published
- 2016-08-18
- Volume
- 74
- Issue
- 2
- Pages
- 283-300
- ISSN
- 0018-1560 (ISSN-L)
- 1573-174X
- OpenAlex
- W2515802015
- Cited by
- 52
- References
- 4
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 9 · 2023: 6 · 2022: 8 · 2021: 10 · 2020: 4 · 2019: 3 · 2018: 4 · 2016: 1
- FWCI
- 11.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Higher Education (publishedVersion)
- Funders
- Spencer Foundation (#201300031)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Educational Outcomes and Influences
- Keywords
- academic performance, first-year GPA, academic motivation, academic engagement, student development, college impact, academic preparation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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