Download or read book Predictors of College Adjustment and Academic Persistence for Latino College Students written by Angela Heiligenthal and published by . This book was released on 2005 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Psychosociocultural Predictors of Academic Persistence Decisions for Latino Adolescents written by Elisa M. Castillo and published by . This book was released on 2002 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book College Persistence and Grade Outcomes written by J. Daniel House and published by . This book was released on 1996 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Sociocultural Predictors of Career Decision making Self efficacy Among Latino College Students at a Hispanic serving Institution written by Benjamin J. Neeley and published by . This book was released on 2017 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Latino population in the United States is growing rapidly along with the number of Latino college entrants. However, a significantly smaller percentage of Latino college students go on to graduate with four-year degrees when compared to other racial/ethnic groups. Career decision-making self-efficacy (CDMSE) has been identified as an important variable to consider given its empirically supported associations with academic persistence and lower college dropout rates. While research has supported the academic and career benefits of higher CDMSE levels, gaps in the literature exist regarding CDMSE and sociocultural factors among Latino university students. Utilizing Social Cognitive Career Theory as the theoretical framework, this study explored multiple sociocultural variables (i.e., acculturation, college generational status, and cultural congruity) and their associations with CDMSE among a sample of 260 Latino college students at a Hispanic-Serving Institution and Land Grant University in the southwestern United States. Regression analyses confirmed that both Anglo-oriented acculturation and cultural congruity significantly and positively predicted CDMSE. A hierarchical regression analysis determined that cultural congruity contributed unique and significant variance in CDMSE after accounting for the influences of acculturation and college generational status. A t-test analysis found no significant differences in CDMSE scores between first-generation and continuing generation college students. Implications for counseling psychology, study limitations, and suggestions for future research are discussed.

Download or read book Predicting Academic Achievement and Retention of Mexican American and Anglo American College Students Using Traditional and Nontraditional Factors written by Alma Norma Rodriguez and published by . This book was released on 1992 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Predictors of Academic Performance for First Year Latino College Students at a California State University written by Mary L. Diaz and published by . This book was released on 1994 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Peer Support as a Predictor of College Adjustment in Students of Mexican origin written by Dina Judith Kopperman and published by . This book was released on 2007 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding the Impact of Academic Entry Characterstics Remediation Requirements and Semester Course Hour Load in the First Year on Academic Performance and Persistence to Graduation for Latino Students written by Brenda Joy Rhoden and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: College access and student success, defined as timely college graduation, remains a key goal for many Texas policymakers (Braxton, Doyle, Hartley, Hirschy, Jones, & McLendon, 2014; Closing the Gaps, 2013). Texas ranks second only to California to its population of Latinos (Vega & Martinez, 2012); how Latinos persist to college graduation in Texas is representative of the Latino undergraduate experience nationwide, including potential issues and challenges. Further, how institutions of higher education address Latino student needs and assist in paving their pathway through college helps establish best practices for the entire nation. As institutions of higher education remain one of the primary vehicles for overcoming social and economic inequalities in the United States (Carey, 2004; Vega & Martinez, 2012), high quality experiences and educational accessibility (as well as affordability) at public universities is essential for Latinos to achieve economic growth and social mobility. The purpose of this study is to advance the understanding of undergraduate Latino student persistence by analyzing a variety of pre-college variables, as well as college attendance behaviors and academic achievement from a research university located in Southeast Texas, which will be known as Central South University. This study will follow the Latino population of the entering class of first-time in college freshmen to Central South University for fall 2003 and track them until summer 2009. Academic entry characteristics, along with remediation requirements, and semester credit hour load will be utilized to ascertain effect on institutional first-year grade point average (GPA) as well as likelihood of persistence to graduation for Latino students. The following research questions will be addressed: 1. Among Latino students, how do academic entry characteristics such as SAT score, high school GPA, and high school class rank, along with remediation requirements (mathematics, reading, and/or writing) and semester credit hour load impact institutional first-year GPA? 2. Among Latino students, how do academic entry characteristics such as SAT score, high school GPA, and high school class rank, along with remediation requirements (mathematics, reading, and/or writing) and semester credit hour load predict the likelihood of persistence to graduation? Two regression analyses were conducted in order to identify how the relative contributions of predictor variables (gender, SAT score, high school GPA, high school class rank, college remediation requirements, and semester credit hour load) contribute to academic performance in the first year and student persistence to graduation within 6 years. Specifically, a multiple hierarchical linear regression was utilized to answer the first research question (academic performance measured by institutional grade point average at the conclusion of the first year) and a hierarchical logistic regression was utilized to answer the second research question (persistence measured by graduation from Central South University by summer 2009). The multiple hierarchical linear regression analysis confirmed that the demographic of gender had no predictive value on academic achievement at the conclusion of the first year, while both high school characteristics (SAT score, high school rank, and high school GPA) and semester course hour load had moderate predictive value (16.5% and 31.8%, respectively) at a statistically significant level [F (7) = 42.95, p

Download or read book Noncognitive Predictors of Academic Success and Persistence for Hispanic American first Year College Students at Selected Community Colleges in West Texas written by L. Randy Carter and published by . This book was released on 2006 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Latino College Students Decisions Regarding Academic Support Services written by Monica Flores and published by . This book was released on 2014 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focused on Latino undergraduate students majoring in science, and their decisions to access academic support programs. The purposes were to understand (1) factors that influence Latino students' career-related choices; choosing a science major and accessing resources in support of their academic careers; and (2) what role socializers play in those decisions. The informants were four Latino college students who chose science majors when admitted to a research university. Using a case-study interview approach, they were interviewed longitudinally over two years to understand the influences on their decisions. Data codes and themes were generated through interpretive analysis of interview transcripts, and results were evaluated against the Eccles' et al. (1983) expectancy-value model of career choices. Three categories were identified: decisions made prior to matriculation, decisions made in adjusting to the university environment, and continuing decisions to persist in the sciences. First, initial decisions as high school students were made within a web environment, through self-dialogue. Participants relied on web information in a non-interactive way to make decisions on their own. Parents, teachers, and peers merely validated decisions. Second, the process by which these students adjusted in their first year of college revealed differences among the participating students. Unlike the two male computer science majors, two female biology majors had a more difficult time participating in classes, being active about seeking help and contacting socializers, and managing their personal lives. This contrast continued on to their second year. Finally, the study yielded an iterative notion of decision-making about persistence in science. The two female biology majors having a hard time in their classes constantly revisited their initial choice of a science major. They accessed the web to get information necessary to find a solution and relay that to new socializers, such as advisers, mentoring program staff, and peers in college. Drawing from these findings, this study yielded a framework for discussing Latino science students' academic decision making. The importance of the web in initial decisions has digital equity implications, and indicates the importance of Internet outreach. Further, differences in the decision process imply a need for personalized support structures.

Download or read book Predictors of Persistence of Latino a Students who Attended Public Urban Two year Community Colleges written by Richard Shuichi Nakatsu and published by . This book was released on 2004 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book College Student Psychological Adjustment written by Jonathan F. Mattanah and published by Momentum Press. This book was released on 2016-08-26 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: College Student Psychological Adjustment: Theory, Methods, and Statistical Trends introduces the reader to the college adjustment process, highlighting the many challenges facing college students today. The four chapters review recent trends in college attendance and mental and physical health problems of college students, classic and contemporary theories of college student development (such as Chickering’s seven vectors of development), and techniques for studying student adjustment, targeting five domains of adjustment most relevant to college students. The final chapter provides an overview of the unique adjustment challenges of ethnic minority students adjusting to predominantly white colleges as well as the adjustment process for minority students attending historically black colleges and universities. This book is aimed at advanced undergraduates, graduate students, and scholars in the fields of psychology, human development, and higher education who are interested in understanding the process of college adjustment. It is also an excellent starting point for scholars who may wish to design their own study of college students and their adjustment challenges.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 1006 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Academic Performance Retention Rates and Persistence Rates of First year First generation Latino College Students written by Jaime Duran and published by . This book was released on 2016 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this causal-comparative quantitative study was to examine the relationships between the efficacy of a Summer Bridge Academy (SBA) and the impact on students by measuring the Grade Point Averages (GPAs), retention rates, and persistence rates of first-generation, first-year, Latino college students who participated in a SBA at Central Valley Community College against like students who did not participate in same program. The independent variable was participation in a 6 week long SBA, which took place during the summer of 2011. The dependent variables were GPAs, retention rates, and persistence rates, and the control and intervening variables, students who are first-generation, first-year, Latino college students were statistically controlled in this study. This study was guided by the following research questions: (RQ1) Is there a significant difference in academic performance; (RQ2) Is there a significant difference in retention rates; (RQ3) Is there a significant difference in persistence rates of Summer Bridge Academy (SBA) participants against nonparticipants? The data analysis revealed a statistically significant difference in combined Summer and Fall 2011 mean GPA scores between SBA participants and the comparison group. There was no statistically significant difference in Retention and Persistence rates. College success can be defined as the ability for students to continue and persist towards their academic goals and the 2011 SBA failed to bridge the achievement gap.

Download or read book Predictors of Well being and Depression Among Latino College Students written by Carolina A. Jimenez and published by . This book was released on 2011 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latinos are one of the fastest growing minority groups in the United States. It is estimated that by the year 2050 approximately 25 percent of the United States population will be Latino (U.S. Department of Health & Human services, 2001). However, only approximately 10 percent of all Latinos in the United States possess a college degree (Saunders & Serna, 2004; Yazedjian & Towes, 2006). In addition to the typical college stressors faced by most students as they transition from high school to college, it is believed that Latino students experience unique challenges as an ethnic and cultural minority group within the academic community (Rodriguez, et al). These challenges produce stress which affects students' well-being. Psychological symptoms such as anxiety and depression result from stress; thus, the study of stress among Latino college students may assist in formulating prevention and intervention strategies to increase Latino students' college retention (Rosenthal & Schreiner, 2000). The objectives of this study were to examine the relative contribution of general college stress and minority student college stress to depression and well-being among Latino college students, controlling for gender and college generational status. Three dimensions of general college stress (academic, social and financial) and two dimensions of minority college stress (interracial and achievement) were examined. Participants were 229 students (77% women) enrolled in the second most ethnically diverse major research university of the United States. Forty seven percent of participants were first generation college students, meaning that neither their fathers nor mothers had attended college. The measures used to examine the variables of interest included the College Stress Scale (CSS), the Minority Student Stress Scale (MSSS), the Center for Epidemiological Studies Depression Scale (CES-D), and the General Well-being Schedule (GWBS). Results of preliminary analyses revealed very few gender and college generational status differences in the variables of interest: males reported higher levels of well-being than females and first generation college students reported higher levels of achievement stress than non-first generation students. Results of two hierarchical regression analyses (that controlled for gender and college generational status) indicated that minority college stress contributed unique variance to well-being (R2=.36, R2 =.05, p=.01) and depression (R2=.38, R2 =.10, p=.001) above and beyond the variance contributed by the three general college stress variables. Inspection of the Beta coefficients in the two final models indicated that (a) one general stress variable (social) and two minority stress variables (interracial and achievement) contributed unique variance to well-being, and (b) one general stress variable (social) and one minority stress variable (achievement) contributed unique variance to depression. In all cases, higher levels of stress were associated to lower levels of well-being and to higher levels of depression symptoms. In sum, findings suggested that as expected, stressors related to belonging to an ethnic minority group contributed uniquely to Latino college students' emotional well-being. Secondly, stress related to social relations (in general and among ethnic minority students) and to academic achievement emerged as most salient for Latino students. The implications of the findings for further research and service delivery to Latino college students are discussed.

Download or read book Hispanics Education and Background written by Richard P. Durán and published by College Board. This book was released on 1983 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mexican American Language Minority College Performance and Persistence written by Mary Lou Nava Hamaker and published by . This book was released on 1986 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: