Download or read book A Mixed Methods Study of College Self efficacy and Persistence Among First time Full time Community College Students Enrolled in a Guided Pathway Program and Students Not Enrolled in a Guided Pathway Program written by Roseanne R. Bensley and published by . This book was released on 2018 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: Perhaps if we had a better understanding between the relationships among indicators of success in college, college student self-efficacy and participation in programs that help students succeed in college, we could improve success rates and persistence in post-secondary education. This mixed methods study sheds light on the relationship among interventions such as the Aggie Pathway program and the College Self-Efficacy Inventory, and persistence of students with a high school GPA of 2.749 or less. E-interview data was used to augment findings from the survey data. The statistical model of point-biserial correlation coefficient was used to estimate the relationship between the independent continuous variables of college self-efficacy scores and the dichotomous dependent variable of persistence. A chi-square test of homogeneity was used to determine the proportion of students who persisted from the fall 2016 semester to the spring 2017 semester using the independent variable participation in the Aggie Pathway program and the dichotomous dependent variable of persistence to the next semester at p

Download or read book First generation College Students and the Effect of Dual Enrollment Participation on Their College Self efficacy written by Abbey Armstrong Judge and published by . This book was released on 2020 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the effect of dual enrollment participation on first-generation college students' self-efficacy during their first year of college. The research also sought to understand first-generation college students' perceptions of dual enrollment programs. Data was collected using an instrument comprised of questions adapted from the College Self-Efficacy Inventory and designed by the researcher. One hundred fifty-seven college students enrolled in a Freshman Experience course at three colleges in northeastern Pennsylvania were asked to complete the survey. The data collected from 47 survey respondents who identified as both first-year and firstgeneration college students was analyzed to address the research questions. Data was compared between two groups of students. One group participated in dual enrollment, while the other did not. The results of this data indicated that first-generation college students who participated in dual enrollment had higher college self-efficacy than those who did not. The data also revealed that students who participated in dual enrollment tend to understand the value and purpose of such programs. The results of this study expose a continued need to inform and support first-generation college students with program options like dual enrollment that can positively influence their college selfefficacy and subsequently their transition to college.

Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

Download or read book Outdoor Adventure Education written by Alan W. Ewert and published by Human Kinetics. This book was released on 2014-01-08 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Outdoor Adventure Education: Foundations, Theories, Models, and Research steeps students in the theories, concepts, and developments of outdoor adventure education, preparing them for careers in this burgeoning field. This text is based on author Alan W. Ewert’s pioneering book Outdoor Adventure Pursuits: Foundations, Models, and Theories. Ewert and Sibthorp, both experienced practitioners, researchers, and educators, explore the outdoor adventure field today in relation to the changes that have occurred since Ewert’s first book. The authors present a comprehensive text on outdoor and adventure foundations, theories, and research that will provide the basis for the next generation of professionals.

Download or read book Becoming a Student Ready College written by Tia Brown McNair and published by John Wiley & Sons. This book was released on 2016-07-25 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Boost student success by reversing your perspective on college readiness The national conversation asking "Are students college-ready?" concentrates on numerous factors that are beyond higher education's control. Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready? Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought—they offer a real-world framework for real institutional change. You'll learn: How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment.

Download or read book College Adjustment Belongingness Academic Self efficacy Persistence and Academic Success Among First generation College Students written by Heather R. Highhouse and published by . This book was released on 2019 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous research has compared the impacts of college adjustment, belongingness, and academic self-efficacy on first-generation and continuing-generation college students. However, the impacts of these factors on academic success (GPA) and persistence of first-semester, first-generation college students have not been investigated. The primary purpose of this study was to examine college adjustment and belongingness for first-semester, first-generation college students, with a focus on race and gender. This study also examined the impact of academic self-efficacy (i.e., course self-efficacy and social self-efficacy), college adjustment, and belongingness for academic success (GPA) and persistence of these students. The roles of race and gender in relation to the moderators of college adjustment were also explored. Eighty-two students completed measures of college adjustment, belongingness, and academic self-efficacy (i.e., course self-efficacy and social self-efficacy). Participants were recruited via in-class announcements and completed all study measures through an online questionnaire. Results of multiple regression and ANOVAs demonstrated that College Adjustment, Belongingness, and academic self-efficacy (i.e., Course Self-efficacy and Social Self-efficacy), were not statistically significant predictors of Academic Success (GPA) or Persistence in this sample. Results of independent-sample t-tests, however, did reveal a statistically significant difference in the College Adjustment subscale, Institutional Attachment, between males and females. Independent-samples t-tests also revealed a statistically significant difference in first and second semester Academic Success (GPA) for students who Persisted to third semester and those who Did Not. Additional exploratory analysis, chi-square tests, found no significant associations between the impact of Gender, having a Pell Grant, Minority Status, or belonging to an Academic Support Program on Academic Success (GPA) and Persistence. Limitations of the present study and implications for future research along with potential implications of these findings for counselor education, research, and practice were also explored.

Download or read book Completing College written by and published by . This book was released on 2011 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The report examines retention and degree attainment of 210,056 first-time, full-time students at 356 four-year non-profit institutions, using a combination of CIRP (Cooperative Institutional Research Program) Freshman Survey data and student graduation data from the National Student Clearinghouse"--Publisher's web site.

Download or read book College Student Self Efficacy Research Studies written by Terence Hicks and published by University Press of America. This book was released on 2014-02-11 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: College Student Self-Efficacy Research Studies offers three uniquely designed sections that provide a unique mixture of research studies conducted on African American, Mexican American, and first-generation college students. This book explores a variety of factors affecting a diverse group of college students including institutional commitment, college adjustment, and social and academic self-efficacy barriers.

Download or read book The Economics of American Higher Education written by William E. Becker Jr. and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Postsecondary educational institutions in the United States are facing increasing financial stress and waning public support. Unless these trends can be changed, higher education can be expected to stagnate. What, if anything, can be done? As a starting point, advocates of higher education need to more fully recognize the issues associated with the economic mission of higher education and how this mission gets translated into individual student gains, regional growth, and social equity. This requires an understanding of the relationship between the outcomes of higher education and measures of economic productivity and well-being. This volume addresses topics related to the role of postsecondary education in microeconomic development within the United States. At tention is given to the importance of colleges and universities 'in the enhancement of individual students and in the advancement of the com munities and states within which they work. Although several of the chapters in this volume are aimed at research/teaching universities, much of what is presented throughout can be generalized to all of postsecondary education. Little attention, however, is given to the role of higher education in the macroeconomic development of the United States; this topic is covered in our related book, American Higher Education and National Growth.

Download or read book Academic Self Efficacy on Persistence in Mexican American Community College Students written by Soodabeh Lahijani and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Beyond Free College written by Eileen L. Strempel and published by Rowman & Littlefield. This book was released on 2021-01-15 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beyond Free College outlines an audacious national agenda—consistent with, but far more comprehensive than, the current “free college” movement—that builds on the best of US higher education’s populist history such as the G.I. Bill and the community college transfer function. The authors align a wide constellation of higher education trends—online learning, prior learning assessment, competency-based learning, high school college-credit— with a rapidly shifting student transfer environment that privileges college credit as the pivotal educational catalyst to boost access and completion. The book’s agenda seeks greater productive investment in postsecondary education by privileging a single metric—lower-cost-per-degree-granted—as the animating driver of a transfer pathway that will fulfill the potential of its historical, progressive innovators. Beyond Free College’s goal is as simple as it is urgent: To galvanize higher education advocates in an effort to reorganize, reorient, and reignite the transfer function to serve the needs of a neotraditional student population that now constitutes the majority of college-goers in America; and in ways that advance completion, not just access to higher education.

Download or read book Exploring the Relationships Between Self efficacy and Student Success and Persistence at the Community College a Dissertation written by Shelley J. Fortin and published by . This book was released on 2007 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The College Environment written by Alexander W. Astin and published by . This book was released on 1968 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Examination of the Relationship Between Student Success Courses and Persistance Credential Attainment and Academic Self efficacy Among Community College Students written by Mark Jeffrey Poarch and published by . This book was released on 2015 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the relationship between taking a student success course and the educational outcomes of persistence, credential attainment, and academic self-efficacy at one particular community college in North Carolina. Although previous studies have examined student success courses in relation to persistence and credential attainment, few have included a self-efficacy component. This study filled an additional gap in prior studies by seeking student perceptions about their experience in a student success course. Several major findings emerged from the study. Chi-square results revealed significant relationships between enrollment in the student success course and the outcomes of persistence and credential attainment. In addition, logistic regression results indicated that being younger, enrolling in a developmental education course, attending part-time, persisting, and completing a college credential predicted the likelihood of enrolling in the student success course. ANOVA results also revealed a significant relationship on the Understanding Subscale of the Academic Self-Efficacy Questionnaire for student success course participants as compared to a control group. Student perceptions obtained from a focus group provided further support that taking the student success course positively influenced academic self-efficacy and academic success. Findings from the current student contribute to the growing body of literature that student success courses provide students with certain skillsets and greater confidence to succeed in college. -- From the Abstract, leaves iv-v.

Download or read book Exploring the Relationship Between Self efficacy Academic Success and Persistence for Adult Undergraduate Students in Urban Universities written by Debra Jean Fenty and published by . This book was released on 2019 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Persistence to graduation for adult undergraduate students has been challenging for decades. Many adult learners enroll into the university with numerous sociodemographic characteristics that can hinder their success. Adult students must manage multiple roles and balance their personal, professional and student roles in order to succeed. Twenty-eight percent of first year undergraduate students will not return to college in their second year (American College Testing, 2012). The purpose of this study is to examine the relationship between self-efficacy, academic success and persistence for undergraduate students through the lens of Donaldson & Graham's (1999) model of college outcomes for adult learners.The sample for this study represented 310 undergraduate students from two large urban public universities in the United States. This study measured the students' level of self-efficacy and academic persistence in college. The following surveys were employed for this study: the New General Self-Efficacy Scale (Chen, Gully and Eden, 2001) and the Social Integration and Persistence Scale (Pascarella & Terenzini, 1980). Because this survey is nearly 40-years old, the researcher employed an exploratory factor analysis on the data which now suggest that there are six factors that measure academic persistence for adult learners in urban universities. These six factors include: (1) intellectual development, (2) peer group interaction, (3) non-classroom faculty interaction, (4) negative faculty interaction, (5) academic aspirations, and (6) university interconnectedness. This study suggests a significant positive correlation between five of the six factors, with exception to the factor: interconnectedness to the university. The findings suggest that there is a significant correlation between self-efficacy and undergraduate credit hours earned, but no significant correlation between self-efficacy and cumulative grade point average. The findings suggest that there is a positive correlation for student persistence factors: intellectual development and student academic aspirations and between the credit hours earned. There is a significant positive correlation for student persistence factors: intellectual development, student academic aspirations, and university interconnectedness and between the GPA. The findings suggest a negative correlation exists between the students' persistence factor: negative faculty interactions and GPA. This study found a significant influence between numerous student sociodemographic characteristics and factors measuring student persistence.

Download or read book First generation Students written by Anne-Marie Nuñez and published by DIANE Publishing. This book was released on 1998 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Self efficacy Score Differences Between First year Male and Female First generation and Non first generation College Students as Measured by the College Self efficacy Inventory CSEI written by Janet Shepherd and published by . This book was released on 2016 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students of all backgrounds have a transition period when entering college. However, first-time, first-generation college students encounter more problems and have more difficulties becoming acclimated to college resulting in decreased first-year retention rates for first-generation students. These problems and difficulties are related to course work, socialization, and roommate issues. Research has shown that self-efficacy and collective efficacy are important in student achievement. This research study explored if there was a difference in student perception of self-efficacy among male and female first-year, first-generation college students and male and female first-year, non-first-generation college students. A quantitative, causal-comparative study was conducted utilizing the College Self-Efficacy Inventory (CSEI). A sample size of 151 was utilized; the survey participants included all of the incoming first-year, full-time freshmen (ages 18 and older) at a rural, Midwestern college. The survey was distributed during the first two weeks of the fall 2016 term. Analysis of the survey data was completed using a two-way ANOVA. Overall, the results indicated that first-year, first-generation students had a lower mean CSEI score than that of non-first-generation students, although the difference was not statistically significant. The development of first-generation student self-efficacy by the educational process is at the heart of the teacher-servant Christian tenet. Just as Jesus came to earth to instruct people in the ways of the Father, teachers must also serve and instruct students in the ways of higher education by applying those principles dear to the hearts of all Christians as taught by Jesus Christ. Among the most important tenets taught by Christ was to love God with all your heart (Mark 12:30; Matthew 22:37), to love one’s neighbors (Mark 12:31; Mathew 22:39), and to treat others as you would like to be treated (Luke 6:31; Matthew 7:12). The mission of a teacher, therefore, is to teach the first-generation student as an individual, and not just as an economic entity that fuels the bottom line of a university. At the heart of the teacher-servant attitude is understanding how each student learns and, in particular, identifying stumbling blocks that exist in first-generation students’ lives that are producing impediments to their learning process.