Download or read book The Effects of Modeling on the Adjustment of First generation College Students written by Ronnie Franco Durán and published by . This book was released on 1994 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Family and Support Systems across the Life Span written by Suzanne K. Steinmetz and published by Springer Science & Business Media. This book was released on 2013-06-29 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of First Generation Status on the Well being of Undergraduate Students written by Jaime Lynn Wetzel and published by . This book was released on 2007 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study explored the effects of non-traditional choices on psychological well-being. Participants were divided into groups by their generational status. First generation college students (FGC) reported that neither of their parents had any college experience while the students from college educated families (CEF) reported that one or both of their parents had some education beyond high school. The study utilized self-report, archival data. The Scales of Psychological Well-Being (Ryff, 1989) provided overall well-being scores as well as six subscales. The Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet & Farley, 1988), two subscales of the Student Adaptation to College Questionnaire (Bake & Siryk, 1984), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) were also used. These three constructs were also understood in their relationship to well-being. The results suggest that self-esteem and social support from friends are important factors for all college students. Academic adjustment appeared to be related to well-being for all students but was more predictive of well-being for the FGC students. In looking at perceived social support from family, FGC students indicated a negative correlation between this type of support and their feelings of autonomy. Similarly, a linear regression model for CEF students showed that perceived social support from family was one of three variables in a model predicting well-being. No significant group differences were observed in the reports of overall well-being, perceived social support, self-esteem, or adaptation to college. This was contrary to what was hypothesized, but may be the result of a unique sample which included many older, African American women who commuted to school. Considerations of the sample and its influence on the findings have been included. Suggestions for future research address the need to produce more generalizable findings and further differentiate between the needs of FGC students and the needs of new college students in general.

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 Ensuring Quality Taking High impact Practices to Scale written by and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Building on previous AAC&U reports, this publication presents research on specific educational practices correlated with higher levels of academic challenge, student engagement, and achievement. The publication features the relationship between these practices and improvements in retention and graduation rates and advice on how to ensure that all students experience multiple high-impact practices. Detailed case studies show how five campuses are providing high-impact practices more pervasively and systematically."--Amazon

Download or read book The Effects of College Self efficacy and Belongingness on Adjustment to College in First generation College Students written by Christopher Connacher and published by . This book was released on 2013 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Documenting Learning with ePortfolios written by Tracy Penny Light and published by John Wiley & Sons. This book was released on 2011-12-27 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Documenting Learning with ePortfolios Documenting Learning with ePortfolios provides higher education instructors with a theory-to-practice approach to understanding the pedagogy behind ePortfolios and to helping students use them to record and reflect on their learning in multiple contexts. The authors outline a framework of six critical iterative tasks to undertake when implementing ePortfolios for student success. Filled with real-life models of successful ePortfolio projects, the book also includes guidance for faculty development to support the use of ePortfolios and covers the place of ePortfolios in institutional assessment efforts. Finally, the authors offer considerations for deciding on which technological tools to deploy in implementing a successful ePortfolio initiative. "These authors achieve the very rare accomplishment of combining their years of practical experience, broad conceptual and research underpinnings, and incredibly useful examples and applications into a single, concise volume for enhancing student learning through an ePortfolio approach to our shared educational purpose." TERREL L. RHODES, vice president, Office of Quality, Curriculum, and Assessment, Association of American Colleges and Universities "Educators keep asking for more information about how to use electronic portfolios. This book provides answers, guidelines, examples, and scholarly insights about learning based in the wisdom of the ePortfolio community of practice what a powerful addition to our collective knowledge! I am thankful to the authors for this boost to our field and for providing a blueprint for implementers to follow." TRENT BATSON, executive director, The Association for Authentic, Experiential and Evidence-Based Learning

Download or read book First Generation College Students written by Lee Ward and published by John Wiley & Sons. This book was released on 2012-07-10 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: FIRST-GENERATION COLLEGE STUDENTS "…a concise, manageable, lucid summary of the best scholarship, practices, and future-oriented thinking about how to effectively recruit, educate, develop, retain, and ultimately graduate first-generation students." —from the foreword by JOHN N. GARDNER First-generation students are frequently marginalized on their campuses, treated with benign disregard, and placed at a competitive disadvantage because of their invisibility. While they include 51% of all undergraduates, or approximately 9.3 million students, they are less likely than their peers to earn degrees. Among students enrolled in two-year institutions, they are significantly less likely to persist into a second year. First-Generation College Students offers academic leaders and student affairs professionals a guide for understanding the special challenges and common barriers these students face and provides the necessary strategies for helping them transition through and graduate from their chosen institutions. Based in solid research, the authors describe best practices and include suggestions and techniques that can help leaders design and implement effective curricula, out-of-class learning experiences, and student support services, as well as develop strategic plans that address issues sure to arise in the future. The authors offer an analysis of first-generation student expectations for college life and academics and examine the powerful role cultural capital plays in shaping their experiences and socialization. Providing a template for other campuses, the book highlights programmatic initiatives at colleges around the county that effectively serve first-generation students and create a powerful learning environment for their success. First-Generation College Students provides a much-needed portrait of the cognitive, developmental, and social factors that affect the college-going experiences and retention rates of this growing population of college students.

Download or read book Beyond Access Towards Success for First generation College Students of Underrepresented Ethnic Backgrounds written by Shannon Marie Williams and published by . This book was released on 2017 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study explored the first year college transition between traditional and underrepresented student groups (ethnic minorities and first-generation college students; N = 500; M age = 18.34) at a diverse institution, comparing GPA and college adjustment over time. Using Tinto's retention model (1975), the aim of the current study explored whether social and academic adjustment differences would explain any gap in academic achievement among underrepresented students groups. Results indicated that first-generation college students (FGC) of minority ethnic backgrounds reported significantly lower GPA scores, and had lower adjustment subscale scores compared to all other student groups by the end of the 1st year in college. However, SEM results indicated that social adjustment at Time 1 did not mediate the relationship between student background (ethnicity/first-generation college status) and GPA scores at Time 2. These results suggest that Tinto's retention model may not be relevant for students from underrepresented backgrounds, as there may be additional obstacles that impact their academic achievement and retention beyond college adjustment. Brief qualitative analyses found that FGC students from ethnic minority backgrounds perceived multiple academic stressors, including academic barriers, lack of funding, off-campus responsibilities, and negative experiences with campus personnel. Areas for further research, limitations, and implications for higher education and community psychology are discussed.

Download or read book The Effect of Three Models of Student Counseling on the Adjustment of First year College Students written by Elmima Camillas Johnson and published by . This book was released on 1976 with total page 754 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of an Ethnic based Mentoring Model on College Adjustment Grade Point Average and Retention Among First Year African American College Students Attending a Predominately White Institution written by Emanuel Nathan Thomas and published by . This book was released on 2005 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Research on Coping Mechanisms for First Year Students Transitioning to Higher Education written by Aloka, Peter Jo and published by IGI Global. This book was released on 2023-02-20 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: Transitioning from secondary to higher education is not a natural step for many first-year students in higher education institutions. There is a considerable difference between being a student at school and university, and previous research has highlighted the difficulties faced by first-year university students during their transition phase. Higher education institutions and their departments acknowledge the challenges faced by new students, and they differ in their approach to coping with the issue; each seeks to find the most effective solution for its students. To reduce the withdrawal rate during the first year of college, higher education providers are expected to apply transition programs to help students transition. The Handbook of Research on Coping Mechanisms for First-Year Students Transitioning to Higher Education presents a comprehensive account of the dynamics in higher education institutions and culture shock for new students and analyzes models and theories of adjustment of new students in higher education institutions. Covering key topics such as gender, institutional support, and success factors, this reference work is ideal for administrators, higher education professionals, researchers, scholars, academicians, practitioners, instructors, and students.

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 The Relationship of Community Factors and Self Efficacy with Adjustment and Well being of First Generation College Students written by Shalena Heard and published by . This book was released on 2013 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: As of 2010, the National Center for Education Statistics (NCES) reported that first-generation college students (FGCS) composed almost 50% of the population within higher education (U.S. Department of Education, 2010). Consequently, this unique subgroup of college students are the focus of many post-secondary education studies to determine factors that contribute to their success (Mehta, Newbold, & O'Rourke, 2011; Owens, Lacey, Rawls, & Holbert-Quince, 2010; Pascarella, Wolniak, Pierson, & Terenzini, 2003; Prospero & Vohra-Gupta, 2007). Literature on FGCS calls for an examination of ecological (e.g., community factors) and individual factors relating to college adjustment and well-being as well as the role of general self-efficacy in these links (Dennis, Phinney, & Chuateco, 2005; Plybon, Edwards, Butler, Belgrave, & Allison, 2003). Sampling ethnic and racial minority FGCS and White FGCS at various U.S. American institutions, the present study examined the direct and indirect relations between community factors and college student adjustment and personal well-being (i.e., life satisfaction), through general self-efficacy. Findings suggest that the relations between community factors, self-efficacy, college adjustment, and life satisfaction differ for ethnic and racial minority FGCS and White FGCS. Implications are provided for the design of more effective counseling interventions and higher education programming for ethnically and racially diverse FGCS.

Download or read book An Exploration Into First Generation Adult Student Adaptation to College written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to further develop an understanding of the nature of the adaptation process of adult first generation students to the undergraduate college experience. This study utilized the Student Adaptation to College Questionnaire (SACQ) in conjunction with personal interviews to explore whether first generation adult college students adapt differently to college than do their continuing generation peers and if there is a commonality of experience, across demographic differences, for first generation, adult college students. Fifty-five adult college freshmen were surveyed using the SACQ. From this sample, sixteen first generation volunteers were interviewed regarding their college experience. T-test analysis of the SACQ scores showed that the first generation students were not adjusting to college as well as their continuing generation peers on the overall measure to adjustment and on three of the four subscales. The personal interviews indicated that while there was variation in the first generation students' adaptation with seven of the sixteen volunteers classified as adjusting poorly to college, three with mixed adjustment, and five with good adjustment, there were also commonalities in the students' experience, regardless how well they were adjusting to college. Eleven meta themes emerged from the interview data, and these themes correlated with characteristics of nonpersisters as compiled by Kasworm, Polson, and Fishback (2002). This research indicated that further investigation into adult first generation college students is appropriate especially with regard to how these adults view themselves as role models. In addition, this study indicates a need for future research into the links between adult students' first generation status and persistence problems in their college experience.

Download or read book Socialization in Higher Education and the Early Career written by John C. Weidman and published by Springer Nature. This book was released on 2020-02-17 with total page 325 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book celebrates the contributions of John Weidman and his colleagues to the understanding of student socialization in higher education. It includes innovative chapters reflecting new approaches to higher education student socialization with respect to students of color, gender, STEM, and students in higher education systems outside the USA. Specifically, the book examines socialization between and within in a range of groups, including national, international and minority students, parents, doctoral students, early career faculty, and scholarly practitioners. The book assesses methodological approaches and suggests directions for reformulating theory and practice. Using sociological perspectives to address issues and concerns at both the undergraduate and graduate levels, the book gives renewed life to the college impact literature. It includes revisions and expansions of the original Weidman frameworks based on the synthesis of existing research with new work reflecting unique perspectives by a variety of authors. John Weidman has been an indisputable force in the study and understanding of student socialization in higher education. This new book by Weidman and his coeditor, Linda DeAngelo, represents an undeniably significant and welcomed expansion of the original “Weidman model” of student socialization. In updating and revising the original model, chapter authors give attention to various contemporary issues such as student diversity, gender differences, early career experiences, and internationalism. Whether one samples only some of the articles that constitute this book or reads all of them, the professional payoff will be substantial. Kenneth A. Feldman, Professor of Sociology, Stony Brook University John Weidman has made a number of groundbreaking contributions to our understanding of student socialization in postsecondary education. This book, edited with Linda DeAngelo, brings together a group of fine scholars whose contributions will push our understanding even further. It is a significant addition to the college impact literature. Ernest T. Pascarella, Petersen Chair in Higher Education, University of Iowa

Download or read book The First Year of College written by Robert S. Feldman and published by Cambridge University Press. This book was released on 2018 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: An examination of the first year of college and the intersecting challenges facing today's students, written by top educational researchers.