Download or read book Testing a Model of Persistence Among Older Undergraduate Students written by Tracy Smith Hunter and published by . This book was released on 1992 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book What about Master s Students written by Kristin E. Cohen and published by . This book was released on 2012 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to investigate the factors that affect master's student persistence in the United States. More specifically, this study explored whether the following factors: students' background, institution's, academic, environmental and psychological influences, had a significant effect on whether a master's student persisted and/or earned a master's degree. While substantial research exists on the persistence of undergraduate and doctoral level students, little research had been done on master's student persistence. Master's student enrollment is becoming increasingly important for colleges and university, as well as providing enhanced educational opportunities for students. This study on master's student persistence was undertaken to identify issues students may face when working toward a master's degree. A conceptual model on master's student persistence was created and tested against a population of master's students at a large-sized university in the Northeast. Because master's students resemble non-traditional undergraduate students in age, level of attendance, and outside responsibilities, Bean and Metzner's (1987) model of non-traditional undergraduate student attrition was used to create the Master's Student Persistence Model. Regression results demonstrated that student's age, involvement in departmental and professional activities and their intent to persist, significantly impacted master's student persistence. Analysis of the master's student persistence model revealed that the greatest influence on master's student persistence was intent to persist. In addition, findings suggested that institutions that provide enhanced support for older students; and that provide opportunities for students to become engaged in research, conferences and other professional/academic experiences, are likely to see improvements in their persistence rates of master's students. (Contains 8 tables and 1 figure.).
Download or read book Predicting the Persistence of Traditional and Nontraditional University Undergraduates Using the Psychosociocultural Model written by Lauren Remenick Maroon and published by . This book was released on 2020 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nontraditional students are increasingly more common in higher education but have lower persistence rates than their traditional peers. While educational researchers have developed several models to predict college persistence using both cognitive (e.g. entrance exam scores) and noncognitive (e.g. academic motivation) factors, most of these models were created for traditional students. The psychosociocultural (PSC) model was created to better predict academic outcomes specifically for underrepresented students using psychological, social, and cultural factors. However, the PSC model has never been used to study nontraditional students. To address these limitations, this study used the PSC model to predict the persistence of traditional and nontraditional undergraduate students at a large public research university. Students were considered nontraditional if they were 25 or older; worked an average of 30 or more hours a week; had children; or were enrolled part-time for the majority of the spring, summer, and fall semesters in 2019. It was hypothesized that (1) nontraditional students will have lower rates of persistence than traditional students; (2a) psychological, social, and cultural dimensions will predict persistence among all students; (2b) nontraditional students will have stronger relationships between the three PSC dimensions and persistence than traditional students; (3a) loneliness, self-efficacy, support from family and friends, comfort on campus, and sense of belonging will predict persistence among all students; and (3b) nontraditional students will have stronger relationships between the six variables of the PSC model and persistence than traditional students.
Download or read book An Examination of Factors that Impact Persistence Among Adult Students in a Degree Completion Program at a Four year University written by Mathew J. Bergman and published by . This book was released on 2012 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than 100 years, nearly half of all undergraduate students have failed to persist to degree completion (ACT, 2010; Tinto, 1993; U.S. Department of Education, 2008). To make matters worse, adult students have consistently been victims of higher levels of attrition than their traditional student counterparts (Justice & Dornan, 2001; National Adult Attitudes Report, 2008). This study utilized the theoretical underpinnings from the Bean and Metzner (1985) Conceptual Model of Nontraditional Undergraduate Student Attrition and Braxton, Hirschy, and McClendon's (2004) Theory of Student Departure in Commuter College and Universities model to create a new model to examine variables that impact persistence among adult students over the age of twenty-five in a degree-completion program at the bachelor's level. An internet-based self-report survey was constructed to measure variables from three constructs including student entry variables, internal campus/academic variables, and external environment variables. The sample came from the Bachelor of Science in Workforce Leadership program at the University of Louisville which includes adults ranging from ages 25-67. Hypotheses were tested through correlational and logistic regression analytic procedures. Educational goal, finances, and active learning were all significant predictors of persistence, controlling for all other variables in the equation and accounted for 35.4% of the variance among all variables. Students who reported higher educational goals, sufficient finances to pay for school, and content relevant active learning were more likely to persist. Implications for theory, research, and practice are highlighted as possible strategic leverage points for creating policies and procedures that will aid in adult student retention in degree completion programs at four-year universities.
Download or read book The Toolbox Revisited written by Clifford Adelman and published by . This book was released on 2006 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
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 Persistence of Nontraditional Students in a Two year College written by Randall Ray Lombard and published by . This book was released on 1992 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Building Sustainable Futures for Adult Learners written by Jennifer K. Holtz and published by IAP. This book was released on 2014-10-01 with total page 684 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building Sustainable Futures for Adult Learners is an edited and refereed collection of papers published in conjunction with the joint Adult Higher Educational Alliance (AHEA) and American Association of Adult and Continuing Education Conferences (AAACE). This book is the third in a series of scholarly publications associated with the annual AHEA conference. The book is arranged thematically according to the topics of submissions. Building Sustainable Futures is important because it fills a unique niche in the field of adult education, extends the scope of AHEA to a larger audience, and offers a current volume for scholars and practitioners based on both research and practice-based research.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Test of Tinto s Theoretical Model of College Student Persistence Among Transfer Commuter Students at an Urban University written by Mary Kathryn Desler and published by . This book was released on 1985 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Model of Student Persistence in College written by Leroy M. Morishita and published by . This book was released on 1986 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Women s Educational Equity written by and published by . This book was released on 1977 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Programs and Plans of the National Center for Education Statistics written by National Center for Education Statistics and published by . This book was released on 1999 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Characteristics of Persistence and Retention Among First generation College Students Majoring in Science Technology Engineering Or Math written by Lorie Lasseter Burnett and published by . This book was released on 2017 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Persistence and retention of college students is a great concern in American higher education. The dropout rate is even more apparent among first-generation college students, as well as those majoring in science, technology, engineering, and math (STEM). More students earning STEM degrees are needed to fill the many jobs that require the skills obtained while in college. More importantly, those students who are associated with a low-socioeconomic background may use a degree to overcome poverty. Although many studies have been conducted to determine the characteristics associated with student attrition among first-generation students or STEM majors, very little information exists in terms of persistence and retention among the combined groups. The current qualitative study identified some of the characteristics associated with persistence and retention among first-generation college students who are also STEM majors. Participants were juniors or seniors enrolled at a regional 4-year institution. Face-to-face interviews were conducted to allow participants to share their personal experiences as first-generation STEM majors who continue to persist and be retained by their institution. Tinto's Theory of Individual Departure (1987) was used as a framework for the investigation. This theory emphasizes personal and academic background, personal goals, disconnecting from one's own culture, and institutional integration as predictors of persistence. The findings of the investigation revealed that persisting first-generation STEM majors are often connected to family, but have been able to separate that connection with that of the institution. They also are goal-driven and highly motivated and have had varied pre-college academic experiences. These students are academically integrated and socially integrated in some ways, but less than their non-first-generation counterparts. They are overcoming obstacles that students from other backgrounds may not experience. They receive support from their families and institution, but have diverse academic backgrounds. The findings show that a culmination of many characteristics have enabled the participants to persist and be retained by their institution.
Download or read book Nursing Student Retention written by Marianne R. Jeffreys and published by Springer Publishing Company. This book was released on 2004 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the current nursing shortage, student retention is a priority concern for nurse educators, health care institutions, and the patients they serve. This book presents an organizing framework for understanding student retention, identifying at-risk students, and developing both diagnostic-prescriptive strategies to facilitate success and innovations in teaching and educational research. The author's conceptual model for student retention, "Nursing Undergraduate Retention and Success," is interwoven throughout, along with essential information for developing, implementing, and evaluating retention strategies. An entire chapter is devoted to how to set up a Student Resource Center. Most chapters conclude with "Educator-in-Action" vignettes, which help illustrate practical application of strategies discussed. Nurse educators at all levels will find this an important resource.
Download or read book Toward a New Model of Student Persistence in Higher Education written by Tara M. Falcone and published by . This book was released on 2011 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a group, low-income, low-socioeconomic status, first-generation and working class students have lower persistence rates and educational attainment than their peers from higher- socioeconomic backgrounds. These gaps in college persistence and degree attainment have endured over the years with no evidence that they are diminishing in time. This is a significant problem in the field of higher education that has received little attention in the literature to date. In this work, relevant literature will be reviewed to create a new model of college student persistence specifically for low-income, low-socioeconomic status, first-generation and working class students. This new model combines Tinto's (1993) theory of institutional departure and Rendon's (1994, 2002) theory of validation with a Bourdieuian framework. The resulting model is a multi-theoretical framework that highlights structural factors and individual agency. It may be well suited for capturing the complexities of low-income, low-socioeconomic status, first- generation and working class students' postsecondary experiences. However, it is yet to be empirically tested.
Download or read book Confronting the Odds written by Laura Horn and published by Department of Education Office of Educational. This book was released on 1997 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used data on 1992 high school graduates from the National Education Longitudinal Study of 1988 (a survey that began with eighth graders in 1988 and followed them every two years through 1994) to examine the critical junctures when at-risk high school graduates are most likely to leave the pipeline to college enrollment, and to identify factors that increase their chances of successfully navigating the enrollment pipeline. An at-risk student was defined as having risk factors such as being from a single parent household, having an older sibling who dropped out of high school, and earning low grades between sixth and eighth grades. Highlights of the findings include: about 58 percent of graduates had one or more risk factors; of these, 30 percent successfully navigated the pipeline to college enrollment; at-risk students differed most from counterparts in their educational aspirations and academic preparation; and academically prepared at-risk students were much less likely than counterparts to take an entrance exam. After an introductory chapter, two chapters detail data and definitions and provide an overview of students at risk. The following two chapters present findings on the pipeline to a four-year college and compare at-risk students regarding completion of math courses, help received in the college application process, and level of school involvement of students, parents, and peers. Appended are a glossary, technical notes, and supplementary tables. (DB)
