Download or read book Exploring the Relationship Between the Freshman Academy Environment and Academic Achievement and Resilience written by Taneesha George and published by . This book was released on 2016 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student success or failure during the transition to high school is an accurate predictor of student success beyond the ninth grade. In an attempt to support students during this transition, many schools across the nation have implemented small learning communities called freshman academies to bridge the apparent gap in achievement between middle and high school. Research has linked freshman academies and ninth grade success in terms of test scores (Styron & Peasant, 2010). There is, however, little empirical research that examines the success of freshman academy students in terms of promoting resilience and other factors during this time of risk. Therefore, this correlational study tested the resilience and stage-environment fit theories by exploring the relationship between student perceptions of the freshman academy environment and student resilience in terms of academic achievement (grade point average), socio-emotional adjustment, and school confidence. Each of the research hypotheses was analyzed using Spearman's rho to relate students' perceptions of the freshman academy to each of the criterion variables. The research failed to reject the first null hypothesis, as there was not a statistically significant correlation between school environment and academic achievement. However, the research rejected the last two null hypotheses, proving that there was in fact a statistically significant correlation between school environment and perceived socio-emotional adjustment and school confidence. The researcher concluded that freshman academy success is linked more to the social aspects of the high school transition than to the academic aspects.
Download or read book Promoting Academic Resilience in Multicultural America written by Erik E. Morales and published by Peter Lang. This book was released on 2004 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Promoting Academic Resilience in Multicultural America combines biographical sketches of resilient students, examples of effective programs designed to encourage resilience, recent research in the field, and their own experiences of resilient academics of color. The book illustrates exactly how academic success occurs within traditionally challenged learning environments. The authors focus most closely on the crucial transition between high school and college. The individuals spotlighted and programs outlined cross racial, gender, socioeconomic, and ethnic lines, and include African American, Hispanic, and white students. In part, the authors conclude that there are specific multidimensional protective factors that work collaboratively to enable the success of these exceptional students. It is the detailed exploration of these phenomena that lie at the heart of this work and that has the potential to help all children excel. Among other uses, this book could be a valuable addition to a college freshmen seminar series, a foundations of education course, a course on multiculturalism in America and/or any course focused on basic educational psychology.
Download or read book Examining the Relationship Between Academic Motivation the Big Five and Resilience on Academic Achievement in a Predominately Hispanic High School Student Population written by Blanca Idalia Caro and published by . This book was released on 2012 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring the Relationship Between Personal Motivation Persistence and Resilience and Their Effects on Academic Achievement Among Different Groups of African American Males in High Schools written by Linda Delois Salley and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Self efficacy Resilience and Academic Achievement Among African American Urban Adolescent Students written by Natosha Peterson Speight and published by . This book was released on 2009 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: In today's society, students from urban environments are often exposed to higher rates of crime and violence, poverty, school dropout, incarceration, substance abuse, and many other factors that are associated with increased risk for social and/or emotional problems (Babbitt & Byrne, 1999; Jeffries, 2000; Schensul, 1998; Van Horn, 1999). Many of these factors interfere with the learning and educational process of urban adolescent students. Although many urban adolescents face similar risk factors, some students manage to overcome the stressors and show positive adaptation in the face of adversity. Unfortunately, these success stories are far too often the exception, rather than the norm or the expectation. Barbarin (1992) noted that the way African-American children are able to survive and thrive in the face of adversity clearly requires more attention. The current study explored this phenomenon by examining the relationships between self-efficacy, resilience and achievement, and provides empirical data to the scant research literature on African-American urban adolescents. The present study examined the relationships between self-efficacy, resilience and academic achievement among African-American urban high school students in Washington, DC. The study hypothesized positive relationships between self-efficacy, resilience and achievement, and also examined the contribution of self-efficacy and resilience in predicting academic achievement. Collected data were analyzed using correlation statistics, multiple regression analyses and analysis of variance. The study further explored the contributory effect of select demographic variables (i.e. authoritative parenting, role models, and socioeconomic status) on the variance in self-efficacy and resilience. Results indicated that resilience was significantly and positively correlated with achievement, self-efficacy and authoritative parenting. Additionally, authoritative parenting was significantly and positively correlated with achievement, influential role models, and self-efficacy. Authoritative parenting also emerged as a significant predictor of self-efficacy and resilience. Based on the findings of the current study, resilience and authoritative parenting may be protective factors for African-American urban youth. Strategies and interventions developed to support and promote resilience and authoritative parenting are likely to have implications for positive outcomes, which may also mitigate risk factors and contribute to lessening the achievement gap among cultural groups. Implications for future research and intervention are discussed.
Download or read book Resilient Spirits written by Latty Lee Goodwin and published by Routledge. This book was released on 2016-04-29 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the identity construction of socioeconomically and educationally disadvantaged students who enter an elite university. This critical ethnography gathered qualitative data about the twenty-three participants through non-participant observation, in-depth interviews, and focus groups. Faculty, staff, and administrators were also interviewed.
Download or read book College Students Mental Health written by Bailey Hart and published by . This book was released on 2019 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Negative mental health outcomes are becoming increasingly prevalent in college students. Depression, anxiety, and stress have been previously shown to negatively impact academic motivation and performance. Resilience and social support can serve as preventative factors to protect students from this adversity. Resilience is a dynamic process that changes based on environmental factors. An individual’s perceptions of social support can be influenced by friends, family, and significant others. Another possible influence in the perception of social support and resilience is race/ethnicity. Social support especially has been viewed differently based on culture. The purpose of this study was to examine the links between resilience, social support, academic success, mental health, and race/ethnicity. The results showed that resilience significantly predicted both stress and depression but failed to predict anxiety. Also, resilience was a mediator in the relationship between depression and academic performance. This study was limited in the scope of participants both in number and location. Future research should focus on further examination of resilience and its connection to academic success, as well as interventions to improve it.
Download or read book The Relationship Between Academic Commitment and Resilience for Education Students at the University of Pretoria written by Ben Viljoen and published by . This book was released on 2015 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Importance of Failing Well written by Lance G. King and published by . This book was released on 2009 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring a Rural School District s Freshman Academy Program Through Parent and Staff Member Perspectives written by Dustin G. Morehead and published by . This book was released on 2018 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How Protective Factors Mitigate Risk and Facilitate Academic Resilience Among Poor Minority College Students written by Erik E. Morales and published by Nova Novinka. This book was released on 2010 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the course of ten years, this extensive qualitative study focused on the academic resilience phenomenon. The research identifies significant risk and protective factors and uncovers specific processes by which the students have been able to overcome risk through the strategic utilisation of personal, environmental, and familial resources (protective factors). This book discusses the statistical analysis presented in the study, as well as the data and findings which are used to propose practical suggestions for promoting academic resilience in at-risk youth nation-wide.
Download or read book The Relationship Between Home Academic Environment and Student Academic Achievement written by James Frederick Lindemann and published by . This book was released on 1983 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resilience in First Generation College Students written by Michael Anthony Boggess and published by . This book was released on 2020 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-generation college students, or college students whose parents have not attended college or have attended college but have not received a degree, are traditionally approached from a deficit model. The purpose of the current study is to explore the possible mediating effects of psychological resilience on the relationships between protective and risk factors and academic and psychological outcomes among first-generation college students. In the current study, a sample of 101 first-generation college students were recruited at Washington State University. Using a convenience-based sampling approach, participants were recruited from several on-campus programs that serve first-generation college students. Multiple path analyses were performed to test five hypotheses. The results indicated that (1) resilience mediated the relationship between perceived stress and psychological well-being (Hypothesis 1b), but not academic performance (Hypothesis 1a); (2) resilience mediated the relationship between perceived social support and academic performance (Hypothesis 2a) and psychological well-being (Hypothesis 2b); (3) resilience mediated the relationship between certain indicators of socioeconomic status (e.g., household income, mother education) and psychological well-being (Hypothesis 3b), but not academic performance (Hypothesis 3a); (4) resilience did not mediate the relationship between high school GPA and academic performance (Hypothesis 4a) or psychological well-being (Hypothesis 4b); (5) perceived stress and high school GPA had significant direct effects on academic performance (Hypothesis 5); and (6) perceived stress, perceived social support, income status, and high school GPA had significant direct effects on psychological well-being (Hypothesis 5). The implications for future research and practice on resilience and first-generation college students are discussed.
Download or read book Resilience Complete Mental Health and Academic Achievement in Traditional and Non traditional First Year Psychology Students written by Ethel Wen-Yin Chung and published by . This book was released on 2016 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Since reforms in Australian higher education in the late 1980s, students from historically under-represented backgrounds (i.e., 'non-traditional' students) have become increasingly the norm. While some argue that widening participation is problematic, research regarding the relationships between non-traditional backgrounds, mental health and academic outcomes has yielded inconsistent results. This research therefore aims to improve the understanding of resilience, complete mental health and academic achievement, among traditional and non-traditional university students. Four independent and related research papers have been produced. Study One is a systematic review of the definition of the term 'non-traditional student' within mental health studies conducted in higher education settings. Thirteen demographic categories were used to define the concept of 'non-traditional'. Researcher imposed definitions were found to be ambiguous and highly inconsistent among studies. A student-centred approach to definition (i.e., self-perception) in operationalising the concept 'non-traditional' was therefore adopted in the subsequent research studies. Studies Two, Three and Four report the findings of three quantitative studies resulting from an online survey which involved 442 first year students from the University of Adelaide. Study Two explores the prevalence and predictors of complete mental health among traditional and non-traditional students. It was shown that 30.5% of participants reported complete mental health. 'Non-traditional' students did not report lower likelihood of complete mental health compared to their traditional peers. Furthermore, an absence of significant adverse life events in the past two years, higher levels of resilience and reported campus-based social support were significantly associated with complete mental health in both traditional and non-traditional students. Study Three compares the levels of resilience between traditional and non-traditional students. It was found that students who identified themselves as being 'non-traditional', in terms of employment, role as a parent, and age, reported significantly higher resilience compared to students who perceived themselves to be a 'traditional' student. Study Four explores the relationship between resilience, complete mental health, and prospective first-year grade point average (GPA), controlling for students' demographic factors and known predictors of university academic achievement. Overall, resilience and complete mental health did not significantly predict GPA after controlling for the effect of covariates (e.g., adverse events, motivation). However, students who perceived lower institutional support were found to require a higher level of resilience to achieve the same GPA compared to others. The majority of 'non-traditional' demographic factors identified in Study One, and perception as a 'non-traditional' student did not predict GPA to a significant extent. The current results have several implications for the development of strategies to improve mental health and academic outcomes among increasingly diverse university students. First, the development of resilience could be useful in promoting academic achievement for some students. Second, resilience and campus-based social support protect mental health for both traditional and non-traditional students and therefore more focus should be placed on strengthening these aspects. Third, there is a need for universities to adequately support students who have experienced a significant adverse event. Fourth, more recognition and understanding of the strengths which 'non-traditional' backgrounds bring is required." -- summary, leaves iv-v.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impact of Freshman Academy Experiences on Student Academic Intrinsic Motivation written by Shirley C. Sealy and published by . This book was released on 2012 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to explore the transition of a group of ninth-grade students into a large rural upstate South Carolina high school. The primary focus was to ascertain the students' levels of academic intrinsic motivation toward English, math, science, history, and their general orientation toward school learning, and to explore those freshman academy experiences that the students felt most directly impacted these attributes. The freshman academy at this school was implemented in 2006 as a district initiative to strengthen the transition to high school and ultimately increase the graduation rate. -- This was a mixed methods case study in which the researcher sought to gain insight into the students' academic intrinsic motivation toward subject areas as well as their general motivational orientation. Data were measured quantitatively by administering the Children's Academic Intrinsic Motivation Inventory (CAIMI) to a group of current ninth graders enrolled in the freshman academy at a South Carolina high school. -- The students' scale scores on the CAIMI measured their levels of motivation across five subscales--English, math, science, history, and general orientation toward school learning. Qualitatively, the researcher conducted three student focus groups, four teacher interviews (one teacher from each of the four subject areas), and an administrator interview with the assistant principal in charge of the freshman academy. Additionally, the researcher conducted a review of the written descriptions of the freshman academy. -- The results from this study led the researcher to conclude that the students, teachers, and administrator perceived the overall impacts of the freshman academy on ninth-grade transition as positive and supportive, thus easing the transitional challenges of its students from middle school to high school. All participant categories perceived the academy's structure and program design to have diminished the possible deleterious effects of the academic, procedural, and social challenges experienced by the students as they transitioned to high school. All participant categories perceived the teachers to be primary motivational sources for their students. Students indicated that, although this impact had been mostly positive for them as learners, in some cases, the teachers' impact had been to decrease their desire to learn. CAIMI subscale scores were low in all four subject areas, as well as toward school learning in general. This indicated a possible disconnect between what the teachers did to motivate their students to learn, and what the students perceived as motivating. The researcher's recommendations were for the school to assess the motivation levels of their incoming freshmen and to use this data to guide them in design and implementation of their instructional programs and schedules. In addition, the school should develop and implement professional development on intrinsic motivation theory and practical implications for the classroom teachers.
Download or read book The Freshman Academy written by Greg Laws and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
