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1.
Career decision-making self-efficacy and institutional integration of underprepared college students
Shari L. Peterson 《Research in higher education》1993,34(6):659-685
This investigation applied, as the theoretical base, a model of student persistence and departure (Tinto, 1987) to explore the nature of the relationship between career decision-making self-efficacy and integration. Career decision-making self-efficacy identifies students' perceived confidence (self-efficacy) in their ability to plan and execute vocationally relevant tasks in the educational environment. The sample comprised 418 underprepared students. Data were analyzed using correlation, analysis of variance, and multiple regression. There is an interrelationship between perceived career decision-making self-efficacy and integration (overall, social, and academic) for underprepared college students. The variance in students' integration can be explained by their career decision-making self-efficacy and by their initial goals and commitments. Career decision-making self-efficacy surpassed all other variables in explaining the variance in overall and academic integration. Based on these research results, career decision-making self-efficacy should be considered as a variable in future studies of integration, a longitudinal study should be conducted to determine the direct relationship of career decision-making self-efficacy to persistence and attrition, and if a relationship to persistence is found, then the rationale exists for the design and experimental testing of interventions aimed at increasing career decision-making self-efficacy. 相似文献
2.
Patterns of integration,commitment, and student characteristics and retention among younger and older students 总被引：1，自引：0，他引：1
Jane M. Grosset 《Research in higher education》1991,32(2):159-178
The primary purpose of this study was to explore the differential persistence impact of the components of the Tinto model, preentry characteristics, initial goals and commitments, integration, subsequent goals and commitments, and external commitments, to the process of younger and older student persistence. The sample (N=449) included first-time students enrolled full- or part-time at a large, urban community college. The study design was longitudinal with questionnaire data gathered at the beginning and end of the spring 1989 semester. Persistence was measured from the spring to the following fall semester. Discriminant function analysis was used to study multivariate differences between short-term persisters and nonpersisters. Younger (17 to 24 years) and older (25+ years) student data were analyzed separately. Findings indicated (1) integration was more important to the persistence of younger students than it was for the older cohort; (2) self-assessed study skills were the most important discriminator for older students; (3) student perceptions of cognitive and personal development were important to persistence in both groups; and (4) goal commitment was important to the persistence of both age groups. 相似文献
3.
Brent D. Cejda Kirsten L. Rewey Alice J. Kaylor 《Community College Journal of Research & Practice》2013,37(7):675-686
Critics contend that enrollment in a community college lessens the likelihood that a student will complete a bachelor's degree (S. Brint & J. Karabel, 1989). A number of studies have examined personal, demographic, and environmental characteristics that influence the academic performance of community college transfer students. This research has included characteristics that are not readily available to admissions representatives at four‐year institutions, and studies have not considered the private, liberal arts college as the senior institution. The purpose of this study was to identify easily ascertainable characteristics that occur prior to transfer and to assess the relationship of these characteristics to persistence and baccalaureate attainment at a private, liberal arts college. Two academic factors related to persistence and graduation were included in the methodology: completion of the associate (AA) degree and community college grade point average (GPA) The subjects for the study were 200 students who completed the AA degree and transferred from one of three community colleges to a private, liberal arts college over a 5‐year period. Results indicated that whereas completion of the AA degree resulted in a higher persistence/graduation rate, completion of the AA degree with a community college GPA of 3.0 or higher increased the persistence/graduation rate to a level equal to that of native students. 相似文献
4.
This study analyzes the influence of local labor market conditions on the year-to-year persistence and attainment decisions
of a sample of traditional-aged students who attended community colleges during the 1990s. The findings suggest that the enrollment
and attainment decisions of these first-time community college students were not made purely as a response to changes in tuition
costs, but rather the result of a more interconnected process whereby changes in tuition, local labor market conditions, and
the relative change in both are considered. For those who are sensitive to these relative costs, the likelihood of dropping
out is increased. Of those who remained enrolled, the evidence suggests that an increase in tuition appears to provide an
incentive or extra motivation to finish a degree, especially an associate’s degree. This finding does not support the raising
of in-state tuition to improve student outcomes; rather it draws attention to the complexity involved in student persistence
and attainment decision-making. 相似文献
5.
Employing aspects of Tinto's (1975, 1987) theoretical framework, the purpose of this study was to test a model of student transfer behaviors and attitudes with a community college student population. More specifically, this study examined the structural relationships among five constructs: (1) student background factors, (2) initial commitments, (3) social integration, (4) academic integration, and (5) predisposition to transfer. Student background factors were examined to determine their direct and indirect effects on community college students' initial commitments, social integration, and academic integration on three multiple indicators of the dependent variable, predisposition to transfer: (1) number of four-year institutions students planned to apply for transfer, (2) transfer behavior, and (3) transfer perceptions. The study supported utilization of factors identified in the retention literature that are based on Tinto's model to examine transfer attitudes and behaviors among community college students. Students with high levels of social and academic integration tended to have high levels of predisposition to transfer. Ethnic background was found to have no relationship to predisposition to transfer. 相似文献
6.
This study examined the impact of a set of theoretically-derived predictor variables on the persistence and transfer of Hispanic
community college students. Early models of student persistence have been validated primarily among 4-year college students.
While the constructs have been well-established, the relationships of those relevant factors remain unexamined among community
college transfer students, and specifically, among Hispanic students enrolled in developmental coursework and planning to
transfer from a community college to a 4-year institution. Logistic regression analysis was used to test the hypothesized
conceptual framework on an existing set of quantitative persistence data drawn from a national sample of Hispanic students. 相似文献
7.
The current studies test the hypothesis that the financial burden of college can initiate a psychological process that has a negative influence on academic performance for students at selective colleges and universities. Prior studies linking high college costs and student loans to academic outcomes have not been grounded within relevant social psychological theory regarding how and when the financial burden of college can influence students’ psychological and cognitive processes. We test the hypothesis that the salient financial burden of college impairs students’ cognitive functioning, especially when it creates an identity conflict or perceived barrier to reaching a student’s desired financially successful future. First, we use longitudinal data from 28 selective colleges and universities to establish that students who accumulate student loan debt within these contexts are less likely to graduate from college because student loan debt predicts a decline in grades over time, even when controlling for factors related to socioeconomic status and prior achievement. Then, in an experiment, we advance research in this area with a direct, causal test of the proposed psychological process. An experimental manipulation that brings high college costs to mind impairs students’ cognitive functioning, but only when those thoughts create an identity conflict or a perceived barrier to reaching a student’s desired financially successful future. 相似文献
8.
Price response in persistence decisions: An analysis of the high school and beyond senior cohort 总被引：2，自引：5，他引：2
Edward P. St. John 《Research in higher education》1990,31(4):387-403
It is well established in the research literature that student financial aid has a positive influence on year-to-year persistence. However, there has been no prior research on price responsiveness in persistence decisions. This article examines the influence of the amounts of student financial aid received and tuition charged on year-to-year persistence by college students in the high school class of 1980. The principal finding is that the persistence decisions of college students in the early 1980s were more responsive to increases in student aid than to tuition increases. This finding suggests that persistence rates can be improved if institutions increase need-based aid for currently enrolled students when tuition is increased each year, or if government student aid increases over the levels provided in the 1980s.Presented at the Seventh Annual NASSGP/NCHELP Research Conference, Washington, D.C., May 16, 1990. 相似文献
9.
Jane M. Grosset 《Structural equation modeling》2013,20(1):52-64
This research tested a structural equation model of educational outcomes for three socioeconomic status (SES) groups of African American students enrolled in a community college. The structural model, which was based on a variant of Tinto's (1987) model, contained two exogenous constructs, educational intentions/commitment and external commitments, and three endogenous constructs, academic integration, social integration, and educational outcomes. The study demonstrated that higher levels of academic and social engagement had positive direct effects on educational outcomes for all students regardless of SES background. Other paths that were supported included the positive direct effects of educational intentions/commitment on academic and social integration and the negative impact of external commitments on social integration. Significant structural differences were not present in the measurement of model constructs or the process of educational outcomes among lowest, lower to middle, and middle to upper SES groups. 相似文献
10.
English proficiency,course patterns,and academic achievements of limited-English-proficient community college students 总被引：1，自引：0，他引：1
Trudy Bers 《Research in higher education》1994,35(2):209-234
Over the past decade minority students' access to and achievements in higher education have been of substantial interest to
educators and researchers. Students who are of limited English proficiency (LEP) may also be considered disadvantaged, although
few studies focus on them as a minority group. This research was conducted at a community college to examine the independent
and interactive effects of several key demographic and academic variables on academic achievements (persistence, credits earned,
and GPA). The primary independent variable, labeled GROUP, combined students' placement test results (English as a second
language, regular remedial English, or no test results) and course-taking patterns (registered or did not register for ESL
courses). Logit and other multivariate statistical techniques were employed. Results indicate some differences in achievement
by GROUP category in concert with age, sex, or ethnicity, but no consistent pattern was found. LEP students did not differ
significantly in academic achievement from the total student population. It is suggested that LEP students comprise an eclectic
population with diverse educational goals and competencies, who use the community college for a variety of reasons. As institutions
struggle to balance access and open enrollment, placement testing and registration requirements, and available resources,
the efficacy of treating all LEP students alike must be examined. 相似文献
11.
崔丽娜 《沈阳教育学院学报》2014,(2):266-269
分析了社会转型期大学生宗教信仰问题及其原因,认为当代大学生宗教信仰具有高知识化特点,大学生党员信教问题日益突出,其主要原因是由于当代大学生心理的内在缺失,家庭及同伴的影响,以及信仰危机等。提出了加强马克思主义宗教观教育、构筑和谐校园文化等具体解决办法。 相似文献
12.
HOPE for community college students: The impact of merit aid on persistence,graduation, and earnings
Community colleges play a major role in postsecondary education, yet previous research has emphasized the impact of merit aid on four-year students rather than two-year students. Furthermore, researchers have focused on the impact of merit aid on enrollment and outcomes during college, but to my knowledge, none have yet considered the impact of aid on earnings after college. This paper utilizes discontinuities in eligibility criteria for a large merit scholarship to examine the local impact of aid on student outcomes both during college and after college. The findings suggest that reducing the cost of community college does not impact persistence, academic performance, degree completion, expected earnings, or short-term earnings after college for marginally eligible students. 相似文献
13.
14.
王珩 《青岛职业技术学院学报》2011,24(1):35-39
大学生就业问题一直倍受重视。在金融危机的影响还未完全消除的背景下,就业结构矛盾,就业政策不完善,使得高校在学生就业问题上处于消极被动状态。在分析现阶段大学生就业形势的基础上,对大学生就业难的主要原因进行了阐述,提出了解决大学生就业难问题的主要措施。 相似文献
15.
Two previous studies have used the National Postsecondary Student Aid Survey ( NPSAS ) to examine the persistence of two-year college students. We used NPSAS:96 and found that tuition had a small negative effect on within-year persistence. Debtload was significant and negatively associated with persistence at low and middle levels of debt, but significant and positively associated with persistence at high levels of debt. We explored the implications of these findings and compared our research to the previous studies. This study used NPSAS:96 to research the persistence of two-year college students. We found that, while background and college experience variables influenced persistence, students were 0.18% less likely to persist for each $100increase intuition, more likely to persist if they received subsidies, and 15.96% more likely to persist for every $1,000 in student loan debt outstanding. 相似文献
16.
17.
Lisa M. W. DaDeppo 《Learning disabilities research & practice》2009,24(3):122-131
Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed. 相似文献
18.
John Gipson Donald Mitchell Jr. Carolyn McLean 《Community College Journal of Research & Practice》2018,42(4):289-301
While much more research has been conducted about African-American college students in recent decades, there still exists a need for further explorations concerning factors related to student success and retention. For example, articles often explore the experiences of African-American students at four-year institutions and often use deficit frameworks instead of focusing on the experiences of successful students. To add to what is known, this article summarizes the findings of a multi-institutional mixed methods research study that explored the experiences of high-achieving African-American students attending community colleges. Specifically, the researchers explored noncognitive factors that influenced high academic achievement—defined as grade point average (GPA) higher than 3.00, why students considered leaving an institution, and why students decided to remain enrolled. Findings suggested that studying alone promoted a high cumulative GPA and increased the likelihood students never seriously considered leaving their institution. Studying alone, family relationships, hours spent studying with family, engaged and supportive faculty, financial aid, and the strive to succeed also promoted persistence. Relating to sex differences, student organizational involvement appeared to be more important for male persistence than female persistence at a significant level. The article closes with implications for future research and practice. 相似文献
19.
大学生自杀是一种复杂的社会现象,其存在的必然性具有多重的社会原因。大学生自杀的家庭影响、社会文化和高等教育等方面的缺失是其基本成因,这对于构建一个包括社会、学校、家庭在内的“三位一体”的大学生自杀防控体系具有重要意义。 相似文献
20.
This study investigated the validity of Tinto's (1975) model of college withdrawal in four different types of institutions: residential universities, liberal arts colleges, two-year commuter institutions, and four-year commuter institutions. Analyses were conducted on a sample of 2,326 freshmen from 11 postsecondary institutions. The results generally supported the predictive validity of the model but suggested: (1) that the main-effects influence on persistence of measures of social and academic integration is modest, and (2) that the magnitude of the influence of particular aspects of social and academic integration depended to a significant degree on the characteristics of those students being considered. The theoretical and policy implications of the findings are discussed. 相似文献