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1.

African American students and former students from a predominantly white institution (PWI) were interviewed to understand their perceptions regarding the impact of their families on their academic achievement and persistence. The characteristics of families that students perceived to support and hinder their academic success at college are described along with implications for improving African American college student retention theory and practice.  相似文献   

2.

School burnout refers to psychological reactions to academic stress and loads and has been identified as a risk factor contributing to academic failure and subsequent mental health challenges. However, academic motivation, hope, and meaning in life can be potential combating factors against school burnout. This study aimed to examine the effects of academic motivation on school burnout in college students and explore mediator roles of hope and meaning in life. A path analysis was performed with the data collected from 544 Turkish college students to test the direct and indirect effects. The results showed that the direct effects from the three academic motivation variables to school burnout variables were larger than the indirect effects. Both mediators played roles in the relations between amotivation and efficacy and intrinsic motivation and efficacy. The last finding was that hope played more significant mediator roles than meaning in life. The results were discussed, along with implications for faculty, college counselors, and future studies.

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3.
We studied the effects of academic performance, motivation, and social connectedness on third-year retention, transfer, and dropout behavior. To accommodate the three outcome categories and nesting of data within institutions, we fit a hierarchical multinomial logistic regression path model with first-year academic performance as a mediating effect. Our sample included 6,872 students representing 23 four-year universities and colleges. This work expands the current state of persistence research by (1) considering the effects of motivation and social connectedness on college persistence beyond the first year of college, (2) testing whether the effects of motivation and social connectedness on third-year retention and transfer are direct, indirect, or both, and (3) testing whether the effects of academic performance, motivation, and social connectedness are different for retention and transfer. We found that academic performance has large effects on likelihood of retention and transfer; academic self-discipline, pre-college academic performance, and pre-college educational development have indirect effects on retention and transfer; and college commitment and social connectedness have direct effects on retention. Academic self-discipline led to greater first-year academic performance, which suppressed its effect on retention and transfer. Practical and theoretical implications of these findings and directions for future research are discussed. A previous version of this paper was presented at the 2nd Annual National Symposium on Student Retention, Albuquerque, New Mexico, October 2006.  相似文献   

4.
Few studies examine transfer of nontraditional-age Hispanic community college students to four-year institutions. The present study examined attitudes, cognitive and noncognitive experiences, and transfer-related behaviors of students (N=277) who graduated from one two-year institution, in order to determine factors associated with successful transfer and make appropriate policy recommendations. An undergraduate survey based on Tinto's (1975, 1987) conceptual framework and Cabrera, Nora, and Castaneda's (1993) integrated model of student retention provided measures of family concerns, encouragement, social and academic integration, English communication skills, and educational and institutional commitments. Structural equation modeling via LISREL gave parameter estimates of causal links among variables in the hypothesized model. Variables significant for Hispanic transfer students were mathematics ability, academic achievement, and an intent to transfer.An earlier version of this paper was presented at the Association for Institutional Research Forum, Chicago, Illinois, May 1993.  相似文献   

5.

This paper examines the impact of a state‐wide mandatory testing and placement program operating in Tennessee's community college system as it relates to retention and academic progress of minority students. Utilizing the Board of Regents' data base, the records of 5,139 first‐time 1986 freshmen enrollees at Tennessee's ten public community colleges were examined and tracked through three successive academic quarters. Analysis suggests that of this group, only 22% were actually enrolled in college level programs, as the balance (78%) were in the developmental studies program. The constriction of college placement for minorities is especially severe, since developmental program requirements must be satisfied before they can proceed to earn college level credits. Of the 5,139 first time freshmen, only 56 black students were enrolled in college level courses, and of these, only 26 remained enrolled in Regents' institutions after three quarters. Analysis of attrition by ACT cohort suggests that attrition is higher for those enrolled in developmental studies programs, and 13% higher for minorities than for white students. These findings suggest that public officials may wish to assess if the testing and placement program as it is currently operating is achieving stated goals of improved retention and graduation of minority students  相似文献   

6.
ABSTRACT

As community colleges have more applicants, more programs have turned to selective admissions. Additionally, good postmatriculation advising requires more useful assessments than have been possible employing such measures as prior grade-point average (GPA). A variety of problems have been identified in relying on GPA. A series of noncognitive variables, as measured by the Noncognitive Questionnaire (NCQ), were included in a study of 263 community college students in health sciences programs at a western community college. NCQ scores were related to college grades using Pearson correlation and multiple regression. Results showed modest but statistically significant relationships with community college grades. The NCQ scales of Community, Leadership and Strong Support Person contributed most to multiple-regression Equations predicting college grades. NCQ scales tended to correlate highest with early and late community college grades. While students in the study had mean NCQ scores similar to normative samples, they tended to be lowest on Community, which was most predictive of their performance. It is recommended that a predicted GPA generated from NCQ scores be added to the admissions criteria for health programs at the college, and that pre and postmatriculation advising programs include use of noncognitive variables.  相似文献   

7.
ABSTRACT

The objective of this study was to examine the benefits of a learning community created for first-year students enrolled in a criminal justice degree program at an urban community college in the Northeast. Quantitative and qualitative survey data were collected from three cohorts of students in the program-based learning community. Survey questions examined students’ satisfaction with the learning community structure and their perceptions of social networking and academic skills gained from participation in the learning community. Quantitative data from the college’s records were used to compare the academic progress and retention of criminal justice students in the program-based learning to other first-year criminal justice students. Our findings indicate that participants had positive experiences in the learning community reporting satisfaction with the learning community structure and significant social networking and academic benefits from their participation in the learning community. Findings also indicated that program-based learning community students exhibited greater academic progress and were retained at higher rates than other first-year criminal justice students. This study substantiates the positive impact of program-based learning communities on students’ satisfaction, their academic success toward degree completion, and retention.  相似文献   

8.
The present study explored the relations of students’ age and noncognitive traits (grit, growth mindset, and college self-efficacy) on writing self-efficacy and writing motivation. Participants (N = 457) wrote a short reflection in response to a quote, after which they evaluated similar responses, purportedly written by their peers, that were either exemplary or poor. Participants who read the exemplary essays were less likely to believe they could write as well as their peers (writing self-efficacy) and less likely to write a second essay (writing motivation), demonstrating a discouragement by peer excellence effect. Grit, growth mindset, and college self-efficacy were all positive correlates of writing self-efficacy. Writing self-efficacy, in turn, predicted the willingness to write another essay. Older students reported higher levels of writing self-efficacy and exhibited greater writing motivation. Older students also reported higher levels of grit, college self-efficacy, and growth mindset. A parallel mediation analysis revealed an indirect effect of college self-efficacy on the relation between age and writing self-efficacy. These results suggest that educators should judiciously model the works of students’ exemplary peers and foster noncognitive traits that improve writing self-efficacy. The results also suggest that older students are more receptive to writing.  相似文献   

9.

First-year seminars are frequently designed to help students adjust to and succeed in college. Although considerable literature has explored this topic, many previous studies may have notable problems with self-selection, since students who choose to participate are likely more motivated academically than those who do not. Therefore, this study used quasi-experimental analyses within a large, longitudinal, multi-institutional dataset to explore the link between seminar participation and several student success outcomes. Overall, the use of propensity score analyses substantially alters the results, such that first-year seminars are positively associated with first-year college satisfaction, but they have no effect on fourth-year satisfaction, college grades, retention, or four-year graduation within the full sample. This lack of impact is largely consistent regardless of whether the seminar is designed to engage students in academic inquiry or to promote orientation and academic success. Additional analyses observed some differential effects of first-year seminars by race/ethnicity, ACT score, and sex; the most consistent finding is that first-year seminars appear to promote the college grades and college satisfaction of Black students. Implications for future research and practice are discussed.

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10.
ABSTRACT

Students with learning disabilities tend to enroll in two-year community colleges more than they do four-year universities, have lower graduation and retention rates as compared to their non-disabled peers, and experience greater academic, social, and personal difficulties when pursuing a college degree. Yet, despite the higher number of students with learning disabilities in community colleges, and the challenges they face as a marginalized population, the literature pertaining to these students is still growing. Thus, the purpose of this phenomenological study was to explore the lived experiences of students with learning disabilities within a two-year community college.  相似文献   

11.
Abstract

This Is a study of dropouts with respect to verbal scores of School and College Ability Tests and personality scores of the Gordon Personal Profile and the Gordon Personal Inventory.

The sample consisted of 1,263 college freshmen. The statistical procedure used was the t-test.

High academic aptitude students differed from low academic aptitude students beyond .001 level of confidence on verbal scores of the SCAT. Statistically significant evidence was found between dropouts and students who remained in college on several personality variables-trustful and tolerant, perseverant, inquiring, energetic, vigorous, calm and collected, and cautious.

High academic aptitude students are more likely to remain in college than low academic aptitude students. Low academic aptitude students are more homogeneous with respect to personality variables than high academic aptitude students.  相似文献   

12.

In the United States, the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) fosters relationships between racial-ethnic and low-income adolescents and adults and peers who help them and their families take formal steps toward pursuing a college degree. However, the extent to which GEAR UP students seek teachers, counselors, parents, or friends to prepare for college during program participation is underexplored in the literature. Using the Theory of Reasoned Action as a guiding framework, this study examined the extent to which GEAR UP participant attitudes, subjective norms, and intentions influenced whether participants sought academic support from teachers, counselors, parents, or friends during an academic semester. Strong direct and indirect effects were found in structural equation models examining GEAR UP student subjective norms, intentions, and behaviors regarding seeking academic support from friends. The data on students seeking academic support from school personnel and parents were less conclusive. Participation in GEAR UP activities influenced these relationships. Implications for how practitioners and researchers support the college readiness of adolescents in GEAR UP are discussed.

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13.
The purpose of this study was to investigate the predictive relationship between initial student attitudes, admissions test scores, years of high school math taken, and subsequent achievement in introductory college chemistry. Included in this study was a sample of 179 students who began as new freshmen during the same fall semester and took an introductory chemistry course during their first year of college. The results of this study indicated that noncognitive variables were significant predictors of student performance. These findings also indicated that, for some types of academic outcomes, noncognitive variables may be better predictors of achievement than traditional measures such as admissions test scores.  相似文献   

14.
ABSTRACT

Despite a great increase in the numbers of students enrolling in higher education, specifically at community colleges, the successful completion rates for these students has remained static since the 1970s. When reviewing strategies to increase student retention and successful completion, the Student Success Course (SSC) has emerged as a promising and prominent strategy for community colleges. Given that, the purpose of this sequential mixed methods study was to determine if participation in a SSC influences persistence, retention, academic achievement, and student engagement on a community college campus. Data were collected from a purposeful sample of 197 SSC participants at a middle sized community college in southeast Texas and compared to a matched sample of 235 non-SSC participants. Twelve former SSC participants were also interviewed in an attempt to build a more empirical understanding of the impact of the SSC on student engagement and, thus, the students’ decisions to remain in college. Results of this study indicate that a relationship exists between participation in the SSC and persistence, retention, academic achievement in English and mathematics, and student engagement. Additionally, participants claim that taking the SSC not only altered their perceptions of the importance of the course, but their social and study skills as well.  相似文献   

15.
In the context of college admissions, the current study examined whether differential prediction of first‐year grade point average (FYGPA) by gender could be explained by an omitted variable problem—namely, academic discipline, or the amount of effort a student puts into schoolwork and the degree to which a student sees him/herself as hardworking and conscientious. Based on nearly 10,000 college students, the current study found that differences in intercepts by gender were reduced by 45% with the inclusion of academic discipline in a model that already included high school grade point average (HSGPA) and ACT Composite score. Moreover, academic discipline resulted in an additional 4% of variance accounted for in FYGPA. Gender differences in slopes were not statistically significant (p > .001) regardless if academic discipline was included in the model. The findings highlight the utility of taking a more holistic approach when making college admission decisions. Namely, the inclusion of noncognitive measures has benefits that are twofold: increased predictive validity and reduced differential prediction.  相似文献   

16.
ABSTRACT

In this case study research, the effectiveness of psychological support services rendered to students at a Technical and Vocational Education and Training (TVET) college in South Africa is explored. Using the systems theory of psychology, the article postulates that students at TVET colleges encounter a myriad of psychological challenges, which can adversely affect their academic success. From an interpretivist paradigmatic standpoint, a sample of 30 students was purposively selected to participate in focus group interviews. It was found out that psychological support services improved students’ academic performances, attendance, retention, and also enhanced college certification rate. It is recommended that institution need to establish linkages with key stakeholders such as the Departments of Higher Education and Training and Health, psychological professional bodies, and other TVET colleges in order to create a platform for sharing vital information on psychological support to students.  相似文献   

17.
The authors explored the relationship between academic self‐concept and noncognitive variables (i.e., Africentric cultural orientation, academic class level, gender, and involvement in culturally relevant school and community activities) among Black/African college students. Results indicated that Africentric cultural orientation and academic class level were significantly related to academic self‐concept. Female students had higher scores on the Academic Self‐Concept Scale ( Reynolds, Ramirez, Magrina, & Allen, 1980 ) compared with their male peers. Implications for counseling practice and future research are discussed.  相似文献   

18.
This paper examines relationships between the Big Five personality factors, time management, and grade-point-average in 556 community colleges students. A path model controlling for vocabulary, gender, and demographic covariates demonstrated that time management mediates the relationship between conscientiousness and students' academic achievement at community college. Separate modeling for part-time (n = 147) and full-time students (n = 409) showed that this mediation was moderated by enrollment status. Thus, time management was a significant mediator for part-time students but not for full-time students. The greater importance of time management for part- versus full-time students suggests that noncognitive constructs such as time management may be more critical for non-traditional students. These findings gather fresh currency as ever increasing numbers of students are enrolling part-time in post-secondary education across the globe.  相似文献   

19.
Over the past several decades, there has been a wealth of research identifying factors and conditions of persistence toward graduation for first-year students and more recently transfer students. While previous research recognizes these critical periods, some recent literature suggests that students may face a similar transitional period later in their academic careers as they advance into their major areas of study. To date, there has been a dearth of information exploring upper-level students' success and commitment to graduation. Exploring this later transition might provide a critical link to understanding the graduation gap between those students who persist to graduation and those who drop out. The purpose of this research was to review the intervention programs proscribed by the literature, design an intervention program, and examine the impact of the program on criminal justice students during this advanced transitional phase of their college careers. It examined the direct and indirect effects of the intervention program on both retention and the antecedents of successful retention while controlling for other relevant influences identified in the literature. The results indicated that the intervention had small, but significant positive direct and indirect effects on academic integration, commitment to the university, and graduating in a timely fashion. Policy implications are discussed.  相似文献   

20.
The structural relation of the seven noncognitive dimensions proposed by Sedlacek and Brooks in 1976 and traditional definitions of academic ability, as indicated by Scholastic Aptitude Test (SAT) scores, to first semester grade-point average (GPA) and persistence after three and five semesters was examined in this study. Random samples of entrants at one predominantly white state university were administered the Non-cognitive Questionnaire (NCQ) during summer orientation in 1979 and 1980. The NCQ results and the SAT scores were used to derive structural models (using LISREL) or early academic success for both black and white students. The structural models for the black and white students were found to be very different. For black students, traditional academic ability was related to first semester GPA, but neither GPA nor academic ability was related to persistence. Only the noncognitive dimensions were predictive of black student persistence. For white students, academic ability was the best predictor of first semester grades, and these grades were the major predictor of subsequent persistence. The noncognitive dimensions were not important in white student academic success, whereas they were crucial in black student academic success.  相似文献   

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