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1.
Patrick T. Terenzini Leonard Springer Patricia M. Yaeger Ernest T. Pascarella Amaury Nora 《Research in higher education》1996,37(1):1-22
This study sought answers to three questions: (1) Do the precollege characteristics of first-generation students differ from those of traditional students? (2) Do first-generation students' college experiences differ from those of other students? (3) What are the educational consequences of any differences on first-year gains in students' reading, math, and critical thinking abilities? Answers come from 2,685 students (825 first-generation and 1,860 traditional students) who entered 23 diverse institutions nationwide in Fall 1992 and who completed one year of study. First-generation students differ from their traditional peers in both entering characteristics and college experiences. Although traditional students make greater net gains in reading during their first year, the two groups gain to about the same degree in math and critical thinking skills. Those gains, however, appear to result from somewhat different experiences. 相似文献
2.
This study tested a structural equation model of enrollment patterns of white and Hispanic males and females in two-year institutions and the invariance of parameter estimates among the different subgroups in the study. The model represented a multiequation model with three latent endogenous variables, high school academic preparation in mathematics and science, mathematics and science attitudes, and the dependent variable, enrollment patterns in mathematics and science courses. Exogenous variables included parents' education, levels of encouragement by others, and high school grades. Structural equation modeling was used to examine the structural and measurement coefficients of the hypothesized causal model for all subgroups in the study. In summary, an examination of the direct and total effect coefficients revealed different underlying patterns of factors for white and Hispanic females. No convergence on the model was found for white and Hispanic males. Equality constraints on all structural coefficients for both white and Hispanic females were tested and results indicated that all parameter estimates in the structural models for both subgroups were significantly different from each other. 相似文献
3.
Patrick T. Terenzini Leonard Springer Ernest T. Pascarella Amaury Nora 《Research in higher education》1995,36(1):23-39
This study estimates the relative and unique effects on changes in critical thinking of three dimensions of students' college experience: curricular exposure, formal classroom and instructional experiences, and out-of-class experiences. Students' classroom/instructional and out-of-class experiences both make positive, statistically significant, and unique contributions to gains in critical thinking above and beyond students' precollege characteristics and level of critical thinking. Theoreticians have long speculated that students' academic and nonacademic experiences jointly influence change, and this study supports that belief. The design and instruments in this study may be of interest to persons involved in assessment or the study of college impact.Paper presented at the meeting of the Association for Institutional Research, New Orleans, LA, May 1993.The National Center on Postsecondary Teaching, Learning, and Assessment is funded by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), under Grant No. R117G10037. The opinions herein do not necessarily reflect the position or policies of OERI, and no official endorsement should be inferred. 相似文献
4.
The present study examined the underlying structure of the variable Institutional Commitment by testing for the convergence, or lack thereof, among different indicators of the construct as represented by three theoretical frameworks (Tinto, 1975, 1987; Bean, 1985; Huselid and Day, 1991). Confirmatory factor analyses revealed that Institutional Commitment could be decomposed into two multiple indicators of the same latent construct: a general factor that groups items related to institutional quality, practical value of an education, utility of an education, fit between student and institution, and loyalty to the institution and another factor represented by items indicating similarity of values (Affinity of Values). Moreover, the study established the predictive validity of each subcomponent on different outcomes related to student persistence. While Institutional Commitment was found to have a significant direct effect on both students' intents to persist and actual persistence behavior, Affinity of Values was not as equally predictive of measures of student retention.Paper presented before the 1991 ASHE Annual Meeting. Boston, Massachusetts. 相似文献
5.
Luis Columna Samuel R. Hodge Amaury Samalot-Rivera Alexander N. Vigo-Valentín Carlos M. Cervantes 《Quest (Human Kinetics)》2018,70(2):256-274
The purpose of this study was to describe the experiences of Hispanic faculty involved in physical education teacher education programs at predominantly White colleges and universities in the United States. The study was positioned in the theoretical framework of organizational socialization. Participants were Hispanic (n = 6) faculty from various kinesiology-based programs in tenure-track positions at institutions of higher education in the United States. Data were collected via semi-structured interviews and transcribed, triangulated, and analyzed with constant comparative procedures. We uncovered the following themes: (a) underrepresented, (b) socialized, and (c) cultured and determined. The study’s findings magnify the need for faculty and administrators to heighten their awareness and implement strategies to improve the organizational socialization of Hispanic faculty, particularly at predominantly White doctoral-granting colleges and universities. This means, for instance, identifying strategies to recruit, prepare, retain, and mentor Hispanic faculty at such institutions. 相似文献
6.
This study represents the first published investigation into the construct validity of goal commitment as it affects the persistence process. Confirmatory factor analyses revealed that goal commitment could be decomposed into multiple indicators of the same latent construct: a special factor called goal commitment that groups items related to goal importance, specificity of goals, and situational influence; a second factor represented by items indicating certainty of purpose; and a third factor consisting of items related to goals in general. The predictive validity of each subcomponent on different outcomes related to student persistence was established. While goal commitment was found to have a significant direct effect on both students' intents to persist and actual persistence behavior, neither of the other two factors were as equally predictive as measures of student retention. 相似文献
7.
Ernest T. Pascarella Louise Bohr Amaury Nora Patrick T. Terenzini 《Research in higher education》1996,37(2):159-174
This study investigated the influence on critical thinking of differential exposure to postsecondary education. The sample was 2,076 first-year students attending 13 four-year and 4 two-year institutions from around the country. First-year students attending college full-time developed a higher level of critical thinking skills than those attending part-time. In the presence of controls for precollege critical thinking and academic motivation, the average critical thinking of first-year students at the institution attended, gender, race, age, and kinds of courses taken, the number of semester hours for which the student was enrolled had modest but significant positive effects on end-of-first-year critical thinking for both the two- and four-year college samples. In the two-year, but not the four-year, sample the relationship between semester hours and critical thinking deviated significantly from linearity. Students attending a two-year college full-time still derived the largest critical thinking benefits. However, the lowest levels of critical thinking accrued to those enrolled between 7 and 20 semester hours. Students enrolled for 6 or less hours actually had somewhat higher end-of-first-year critical thinking. 相似文献
8.
Ernest Pascarella Louise Bohr Amaury Nora Sam Ranganathan Mary Desler Carole Bulakowski 《Community College Journal of Research & Practice》2013,37(6):577-589
This investigation compared the impacts of 2‐year and 4‐year colleges on learning orientations. Controlling for precollege learning orientations, academic aptitude, age, work, place of residence, and enrollment status, this study found no significant differences between 2‐ and 4‐year students in freshman‐year effects on enjoyment of diversity and intellectual challenge, learning for self‐understanding, internal locus of attribution for academic success, and preference for higher order cognitive activities. The findings are consistent with other recent evidence casting doubt on major differences in the net educational effects of 2‐ and 4‐year colleges. 相似文献
9.
Amaury Nora Alberto Cabrera Linda Serra Hagedorn Ernest Pascarella 《Research in higher education》1996,37(4):427-451
The results of the study indicated that institutional experiences, academic achievement, and environmental pull factors contributed the most to persistence decisions. Furthermore, analyses revealed that differences in the effects of these factors for different ethnic and gender groups were important in explaining persistence decisions. No precollege factors (educational aspirations, prior academic achievement, attitudes toward learning, and support and encouragement to attend college) were found to improve the overall fit of the models for any of the groups in the study. For minorities, the biggest detrimental effects on dropout behavior were derived from pull factors in the form of family responsibilities and working off-campus. No significant positive effects from informal and formal interactions with faculty, close personal relationships with peers, and academic experiences during their first year in college were found to negate the large negative influences from the pull factors. For females, the most significant positive effect on college persistence came from mentoring experiences in the form of nonclassroom interactions with faculty. 相似文献
10.
Hagedorn Linda Serra Siadat M. Vali Fogel Shereen F. Nora Amaury Pascarella Ernest T. 《Research in higher education》1999,40(3):261-284
Recent international comparisons show that themathematics achievement of American students is belowthe international average. In response to thissituation, the present study compared first-year college students enrolled in remedial-type mathematicscourses with their counterparts enrolled in nonremedialcoursework. Findings include that students enrolled innonremedial mathematics courses enter the institution with many advantages over students enrolled inremedial mathematics. Tests of a path analytic modelconfirmed that background variables play a major role indetermining success in college mathematics. 相似文献