Download or read book Self concept Locus of Control and Institutional Variables as Correlates of Community College Transfer Student Expectations of Academic and Social Integration written by Susan J. Bartzak-Graham and published by . This book was released on 1994 with total page 558 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1995 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Psychosocial Variables Influencing the University Transition and Long term Academic Achievement of Community College Transfer Students written by Sereeta Estee Alexander and published by . This book was released on 2009 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1996 with total page 872 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Self efficacy Academic Integration Social Integration and Persistence Among First semester Community College Transfer Students at a Four year Institution written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic self-efficacy, academic integration, social integration, and persistence among first-semester community college transfer students at a four-year institution.
Download or read book The Relation of Self Variables to Transfer Student Success as Measured by Academic Psychological and Career Functioning written by Thomson Joseph Ling and published by . This book was released on 2006 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has suggested that transfer students experience difficulty in many domains however limited research has examined the variables associated with transfer student success. The present study examined transfer student success using a sample of 163 first-year transfer students at a large mid-Atlantic university. The mean age of the participants was 20 years, ranging in age from 18 to 33 years old. More than half of the participants were women, approximately half of the participants identified as White, one fifth of the participants identified as African American, one fifth as Asian, approximately 4% as Hispanic, and the rest as International or Other. Half of the participants indicated they transferred from a two-year institution and half indicated they transferred from a four-year institution. Independent variables examined were academic self-efficacy, career self-efficacy, and sense of belonging/social integration. Transfer student success was assessed through academic performance, psychological functioning, and career functioning. All variables except academic performance were assessed using survey data. Academic performance variables were assessed from student records. Using canonical correlation, two patterns of associations were found to explain transfer student functioning in a new institution. The two canonical variates suggested that patterns of transfer student experiences could be categorized in career development terms. The achievement pattern differed from moratorium in that the pattern of experiences was associated with feeling connected to faculty and valuing their friendships in college. On the other hand, the moratorium pattern differed from the achievement pattern in that peer and faculty interactions were not as important and the pattern of experiences suggested need for information about career options and themselves. Moreover, the pattern related to moratorium showed no association with confidence in career decision-making tasks. This study is one of the first to examine the transfer student experience in-depth independent of native students. While this study begins to address the complex story of success in transfer students, additional research is still needed. Replication should occur at colleges and universities of different sizes and in different locations. These findings, if replicated, suggest that counselors should provide differing interventions with transfer students to influence different pattern of experiences. Appended are: (1) Description of What Will Be Covered in the Introduction; (2) Demographic Form; (3) Institutional Integration Scale (IIS); (4) Self-Efficacy for Broad Academic Milestones Scale (SE-Broad); (5) Career Decision Self-Efficacy Scale--Short Form (CDSES); (6) College Self-Efficacy Instrument (CSEI); (7) Occupation Identity Scale of the Extended Version of the Objective Measures of Ego Identity Status (EOM-EIS); (8) Center for Epidemiologic Studies Depression Scale (CES-D); (9) Rosenberg Self-Esteem Scale (RSE); (10) Commitment to Career Choices Scale (CCCS); (11) Participant Raffle Form; (12) Debriefing Form; (13) Informed Consent Form; and (14) Notification of Gift Certificate. (Contains 3 tables and 1 figure.) [M.A. Thesis, University of Maryland, College Park.].
Download or read book The Impact of a Sense of Belonging in College written by Erin Bentrim and published by Taylor & Francis. This book was released on 2023-07-03 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sense of belonging refers to the extent a student feels included, accepted, valued, and supported on their campus. The developmental process of belonging is interwoven with the social identity development of diverse college students. Moreover, belonging is influenced by the campus environment, relationships, and involvement opportunities as well as a need to master the student role and achieve academic success. Although the construct of sense of belonging is complex and multilayered, a consistent theme across the chapters in this book is that the relationship between sense of belonging and intersectionality of identity cannot be ignored, and must be integrated into any approach to fostering belonging.Over the last 10 years, colleges and universities have started grappling with the notion that their approaches to maintaining and increasing student retention, persistence, and graduation rates were no longer working. As focus shifted to uncovering barriers to student success while concurrently recognizing student success as more than solely academic factors, the term “student sense of belonging” gained traction in both academic and co-curricular settings. The editors noticed the lack of a consistent definition, or an overarching theoretical approach, as well as a struggle to connect disparate research. A compendium of research, applications, and approaches to sense of belonging did not exist, so they brought this book into being to serve as a single point of reference in an emerging and promising field of study.
Download or read book Underprepared Community College Students written by Kathryn Claire King and published by . This book was released on 2008 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Cognitive and Noncognitive Variables on Academic Achievement of Students Attending a Midwestern Community College written by Laurene L. Ziegler and published by . This book was released on 1985 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Perceptions and Performance of Native and Community College Transfer Students at a Rural Land grant Institution written by Kimberly Reed-Nolan and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the perceptions and performance of native and community college transfer students at a rural land grant institution. The study included students' perceptions of the following areas: (1) academic and intellectual development; (2) faculty concern of student development and teaching; (3) social integration; (4) goal and institutional commitment; and (5) transfer students' perceptions of their transfer process. The theoretical framework of the study was Tinto's Longitudinal Model of Student Departure. A survey research design was employed in this investigative study to collect and analyze the data. A total of 567 Mississippi State University (MSU) students participated in the research study. An instrument entitled The Student Experience Survey was used to gather the data utilized in the research study. The researcher sought to answer 6 research questions related to participants' perceptions and performance at MSU. To analyze the collected data both a Multivariate of Variance (MANOVA) and an Analysis of Variance (ANOVA) tests were used. Other statistical tests that were utilized in this research study were cross tabulations, descriptive frequencies, and Chi-Square. All results were presented in both descriptive and table forms. Among the major findings of the research study were: (a) there was a significant difference in the grade point averages (GPAs) of university native and community college transfer students, (b) there was a significant relationship between the collegiate GPAs of community college transfer students and their perceptions of specific transfer variables; and (c) there were significant differences in the students' perceptions of the factor variables of academic and intellectual development, faculty concern for student development, social integration, and goal and institutional commitment among university native and community college transfer students.
Download or read book Social Capital Socioeconomic Status and Community College Transfer Student Persistence written by Gregory Martin Bouck and published by . This book was released on 2012 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: American students are increasingly beginning higher education pursuits at community colleges before transferring to four-year universities. The purpose of this study was to identify differences in persistence rates between those students who participated in a transfer transition program and those who did not. The researcher adopted a mixed-methods modified replication research design that utilized the quantitative methodology of the original study being replicated, and extended findings with individual perspectives gained through qualitative inquiry. The study examined one cohort of community college transfer students who matriculated at a four-year university in the fall of 2010. Findings revealed that participation in the transition program investigated in this study had seemingly little effect on the persistence rates of transfer students. However, the study identified factors beyond transfer transition program participation that influenced student persistence. Personal interviews of community college transfer students revealed that precollege characteristics, academic integration, and social involvement and their related concepts of relationship building, course design, and learning communities each aided in student retention and persistence. Institutions of higher learning may utilize these findings in an effort to increase transfer student persistence.
Download or read book Social Facilitators of and Barriers to Community College Transfer Student Success written by Lauren Fennimore and published by . This book was released on 2019 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Students who transfer to four-year institutions from community colleges often encounter difficulty within their classes post-transfer and tend to graduate at lower rates than their peers who began at four-year institutions as freshman (Bailey, Jenkins, & Leinbach, 2005; Jenkins & Fink, 2016). Reasons for these lowered rates of success have been explored, but have often focused on academic reasons while neglecting any possible social causes. The current review aimed to explore what is known about the impact of social factors, such as belongingness, on community college transfer students' rates of persistence and academic success at four-year institutions. The literature was searched in a systematic way using a three-part search strategy, through which 21 articles were deemed eligible to be included and further evaluated. Several social factors emerged, including sense of belonging, the stereotype of a community college transfer student, and additional considerations for student success as well as social support from family, peers, faculty, and advisors. Most students reported the social factors identified to play a role in their success at the four-year institution. The findings from each theme are presented and future directions for research and programs to be used to address those factors mentioned are suggested."--Page 5.
Download or read book Discredited written by Lauren Schudde and published by Harvard Education Press. This book was released on 2024-06-21 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: An incisive investigation of the often fraught student-transfer pathways from community colleges to four-year institutions—and a blueprint for process reform
Download or read book Community College Transfer Student Involvement Experiences at a Selective Private Four year University written by Carolina Castillo and published by . This book was released on 2013 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation tested the constructs of academic and social involvement and adjustment on grades as a pathway to explain community college transfer student experiences beyond the concept of transfer shock. The study contributes to the growing body of literature on Latina(o) community college transfer student experiences with the application of conventional theories of student involvement at a traditional, highly diverse institution. The presence of transfer shock was examined as well as the degree to which the community college transfer student involvement model helped to explain student persistence, as defined by GPA. It was hypothesized that Latina(o) student involvement in social and academic activities would positively contribute to persistence. Factorial analysis of variance was used to test the relationship between two key variables: social and academic involvement and four independent variables: race/ethnicity, age, major, and gender. The analyses focused on seven research questions that examined the relationship between these variables and were conducted with two groups: the total sample of 517 students and a sub-sample of 75 Latina(o) students. The results of the study confirmed that the community college transfer student involvement pathway worked for the large sample. However, the pathway was not a good fit for explaining Latina(o) student involvement experiences. The student engagement construct is reviewed as a better fit for studying underrepresented transfer students' higher education experiences. Limitations of the study are discussed including implications for practice and recommendations for future research.
Download or read book Self monitoring Institutional Commitment Social and Academic Integration and Community College Student Persistence written by Anthony J. Guarino and published by . This book was released on 1996 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Locus of Control Self Concept and Academic Achievement written by Rachel K. Muhadi and published by LAP Lambert Academic Publishing. This book was released on 2014-11-24 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study used a correlation design to explore relationships among locus of control, self concept & academic achievement. The study population comprised all the form four students from the 52 public secondary schools in Bureti District. Stratified random sampling was used to select 5 secondary schools with simple random sampling being used to select 200 students. Data was collected using a questionnaire to generate both qualitative and quantitative data. The study findings revealed that students had a positive self concept & internal locus of control. It further established that majority of the students believe in themselves, have control of their lives, evaluated themselves positively and also accepted their identity. Pearson correlation coefficient analysis revealed that there was a significant but weak correlation between students'; academic performance and locus of control; students' academic performance versus self concept & also a significant difference between female and male students' locus of control. However, the results showed that there was no significant gender difference in students self concept.
Download or read book Self Matters written by Kevin M. Riordan and published by . This book was released on 2015 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates the different levels of confidence, motivation, and self-concept of several student populations at one community college. The existing literature on the subject of self-concept describes a multi-dimensional and complex phenomenon that is sometimes overlooked when assessing students' higher education needs. Student self-perceptions and motivations, however, are based on the sum total of experiences a student's experiences. They represent a measurement of aptitude not currently addressed by most standardized instruments. What self-concept offers is a better understanding of what students believe their capabilities are and possible pathways to success. Through the use of mean comparisons and blocked-entry regression models, several differences in motivations, ability, and self-concept levels among various group comparisons were identified. Differences in mean cumulative G.P.A. performance were examined by gender, race/ethnicity, college readiness, and other student success categories. An interesting case of possible variable suppression was found in one of the models examining student leadership self-concept, and this should be examined in future studies of the concept. Understanding individual academic and social self-concept levels could improve the success of tailored or customized curricula and student services in higher education. A combination of individual and custom approaches is recommended in order to address the unique needs of individuals and targeted populations. Self-concept variables provide educators data that could be extremely powerful in assessing the academic needs of minorities, first-generation, traditional, non-traditional, and at-risk students.
