Download or read book Perceived Self Efficacy as a Predictor of Freshman Grade Point Average for At risk Students and Regular admit Students at the University of Pennsylvania written by Bonnie L. Stewart and published by . This book was released on 1990 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Minority Student Retention written by Alan Seidman and published by Routledge. This book was released on 2019-05-23 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student retention continues to be a vexing problem for all colleges and universities. In spite of the money spent on creating programs and services to help retain students until they achieve their academic and personal goals, and graduate, the figures have not improved over time. This is particularly true for minority students, who have a greater attrition rate than majority students. Demographic information shows that the minority population in the United States is growing at a faster rate than the majority. It is imperative that educational institutions find ways to help improve retention rates for all students but particularly minority students. Retention rates should not differ appreciably among different racial/ethnic groups."The Journal of College Student Retention: Research, Theory and Practice" is the only scholarly, peer-reviewed journal devoted solely to college student retention. It has published many articles on minority student retention, and this topic continues to garner much attention. This book is a compilation of the very best of these articles, selected on the basis of reviews by a cadre of experts in the education field. The articles discuss African American, Latino/Latina, Asian and Asian Pacific, Native American, and biracial students, and institutional commitments to retaining a diverse student population. For those interested in this vital area, the collection will teach and inspire them to achieve greater heights and pay additional attention to retaining minority students in our colleges and universities.

Download or read book Journal of the First year Experience Students in Transition written by and published by . This book was released on 1999 with total page 514 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 1990 with total page 1088 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Self efficacy and the First Year Grade Point Average of Freshman Level Students at a Small Pennsylvania University written by Victoria L. Sanders and published by . This book was released on 2006 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceived Self efficacy as a Predictor of Academic Performance in College Freshmen written by Nancy Rogers Foster and published by . This book was released on 1999 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Role Models Possible Selves Perceived Self efficacy and Perceived Self control as Predictors of GPA in College Students written by Tesia T. Marshik and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Self-control predicts many important developmental outcomes including achievement, emotional stability, and successful social relationships. The potential for self-control to predict academic achievement in college students is particularly important because few good predictors of academic achievement in college students exist and college retention and graduation rates are decreasing. The purpose of the present study was to identify factors that predict self-control and GPA in college students. Participants included 163 undergraduate students at the University of Florida who completed take-home self-report questionnaires. A recursive path analysis was used to test a model relating students' role models, possible selves, perceived self-efficacy, perceived self-control skills, and GPA. Partial support for the model was found, as total role models predicted the number of balanced possible selves; the number of balanced possible selves predicted Delay of Gratification; perceived self-efficacy predicted perceived self-control; and Planful Thinking predicted GPA. These results are consistent with social cognitive theory, as role models influenced students' possible selves, which in turn influenced students' self-control skills and academic achievement. However, the lack of relationships among some of the variables indicates that more research is needed to examine the relationships among role models, possible selves, and self-control. In particular, researchers should use domain-specific measures of academic possible selves and academic self-control to predict students' academic achievement.

Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

Download or read book The Predictive Relationship of Self efficacy Disruptive Classroom Behavior Self reported Grade Point Average and School Attendance of Working Alliance Among At risk High School Students written by Rosaria J. Love and published by . This book was released on 2004 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Above Average Ability Creativity and Self efficacy as Predictors of Success for Honors Students written by and published by . This book was released on 2007 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to analyze the components of Renzulli's Enrichment Triad, which is comprised of above-average ability, creativity and, for this study, self-efficacy, to gauge its possible use as a predictor of academic success for honors students. Undergraduate institutions continue to strive to recruit academically talented students and the use of honors programs or honors colleges are often a vehicle to enhance those recruitment efforts. The challenge is that these efforts may not accurately identify and admit the truly gifted, exceptional or capable students, thereby possibly distributing the resources of these programs incorrectly. Two hundred and thirty first year Honors students at a large public research university in the Northeast were asked to complete a demographic information sheet as well as two survey instruments: the Honors Student Self-efficacy Scale (HS-CASES) and the Abbreviated Torrance Test (ATTA) for creativity. Additionally, student high school g.p.a. and standardized test results were incorporated into the data file and analyzed using correlation coefficients and stepwise regression. The analysis of the data illustrated that high school g.p.a. and the self-efficacy scores were strongly correlated to first year g.p.a. both as individual variables and when they were combined. Additionally, when the self-efficacy measures were broken down in to their disparate components it was revealed that the Technical subscores correlated moderately while the Cognitive and Honors subscores correlated more weakly. SAT scores were not as valuable a predictive measure as high school g.p.a. As a result, with its suspected ethnic and cultural biases, this research may further support the exclusion of SAT scores from admissions criteria. In addition, the creativity measures, as they were operationalized in this research, provided few useful insights. The implications of these findings support change in the admissions procedures for academically talented students by supporting current methods (high school g.p.a.), refuting others (SATs) and suggesting and supporting new approaches (self-efficacy). It is hoped that this research will help to provide a basis for restructuring admissions processes so that students will be more accurately placed into academic learning environments in which they will thrive.

Download or read book Generalized Perceived Self efficacy as a Predictor of Student Success in a For profit Career College written by Stephen P. Becker and published by . This book was released on 2007 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: General self-efficacy was correlated r= .18 with GPA (p

Download or read book Measuring Noncognitive Variables written by William Sedlacek and published by Taylor & Francis. This book was released on 2023-07-03 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published in association with Big Picture Learning.Measuring Noncognitive Variables: Improving Admissions, Success, and Retention for Underrepresented Students is written for admissions professionals, counselors, faculty and advisers who admit, teach, or work with students during the admissions process and post-enrollment period. It brings together theory, research and practice related to noncognitive variables in a practical way by using assessment methods provided at no cost. Noncognitive variables have been shown to correlate with the academic success of students of all races, cultures, and backgrounds. Noncognitive variables include personal and social dimensions, adjustment, motivation, and student perceptions, rather than the traditional verbal and quantitative areas (often called cognitive) typically measured by standardized tests.Key Features include:* Models that raise concepts related to innovation, diversity and racism in proactive ways* Examples of admission and post-enrollment applications that show how schools and programs can use noncognitive variables in a variety of ways * Additional examples from foundations, professional associations, and K-12 programs* An overview of the limitations of traditional assessment methods such as admission tests, grades, and courses takenEducation professionals involved in the admissions process will find this guide effectively informs their practice. This guide is also appropriate as a textbook in a range of courses offered in Higher Education and Student Affairs Masters and PhD programs.

Download or read book Predictors of Academic Success Among First generation and Non first generation College Students written by Tiffany Abeyta and published by . This book was released on 2015 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past two decades we have seen an increase in the number of students who are the first in their family to attend college. Research shows first-generation college students (FGCS) have lower academic success (GPA) than non-first-generation college students (NFGCS). Through this study, I will aim to replicate findings of differences in GPA between FGCS and NFGCS, and examine whther general perceived stress, perceived academic stress, academic self-efficacy, and social support mediated any relationship between generational status and GPA. Data were collected from three groups: 70 FGCS, whose parent(s) did not receive a college degree, 19 students with moderate parental secondary education (MPSE), whose parent(s) earned an associate's degree, and 45 NFGCS, whose parent(s) earned a bachelor's degree or higher. The full sample included 134 undergraduate students, 67 of whom were college freshmen. Participants completed a demographic questionnaire, the Perceived Stress Scale-14, the Academic Stress Subscale, the Academic Self-Efficacy Subscale, and the Inventory of Socially Supportive Behaviors. College GPAs were obtained from the NMHU Office of Institutional Effectiveness and Research. Separate one-way Analyses of Variance (ANOVAs) were used to examine if differences in college GPA, perceived stress, academic stress, academic self-efficacy and social support exists beteween FGCS, students with MPSE, and NFGCS. There were no significant differences in GPA between FGCS, students with MPSE, and NFGCS using the full sample or the freshmen sample (p>.10). There were no significant differences on Perceived Stress Scale scores, Academic Stress Subscale, Academic Self-Efficacy subscale scores, and Inventory of Socially Supportive Behaviors scores between FGCS, students with MPSE, and NFGCS in the full sample or the freshmen sample (p>.10). Using correlations, we also examined if general perceived stress, perceived academic stress, academic self-efficacy and social support are associated with GPA. In the full sample, students with higher GPAs reported less general perceived stress (r=-.21, p

Download or read book Academic Self efficacy Faculty student Interactions and Student Characteristics as Predictors of Grade Point Average written by Joan C. Gosnell and published by . This book was released on 2012 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Background and Non cognitive Factors Influencing Academic Persistence Decisions in College Freshmen written by K. James Walsh and published by . This book was released on 2013 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the retention rate of college freshmen increases, Tinto's (1993) model of academic persistence conceptualizes several dimensions of students' voluntary dropout. This study examined both personal and parental factors that may impact the academic persistence decisions of freshmen college students: 1) parental educational attainment; 2) parental valuing of education; 3) high school grade point average (GPA); 4) residential status (on- versus off-campus); 5) educational self-efficacy; 6) self-esteem; 7) personal valuing of education; 8) perceived academic preparation; and 9) academic expectations. The study sample consisted of 378 freshmen college students at a large southwestern university who were recruited from 23 sections of a 100-level class intended to promote academic success. The participants in this cross-sectional study were restricted to freshman level students and 18 and 19 years old in accordance with Erikson's (1968) Identity stage of psychosocial development. A hierarchical regression analysis revealed that academic persistence decisions were predicted by residential status and self-beliefs, which consisted of: educational self-efficacy, self-esteem, personal valuing of education, perceived academic preparation, and academic expectations. Parental valuing of education was a significant predictor of academic persistence decisions until self-beliefs were added to construct the full model. Although self-beliefs were collectively the most powerful predictors of persistence decisions, accounting for 22.8% of the variance, examination of the beta weights revealed that self-esteem, educational self-efficacy, and personal valuing of education were the most powerful predictors, while academic expectations approached significance. Residential status was also a significant predictor and accounted for a small but significant variance (1.6%) in academic persistence decisions. A significant multivariate difference was found between students living on campus and those living off campus. Follow-up ANOVAs revealed differences in mother's education and in parental valuing of education. These findings suggest that researchers, counselors, and college policy-makers consider on-campus living variables as well as students' self-beliefs when considering academic persistence decisions in college freshmen.

Download or read book Self efficacy Self doubt and Metacognitive Judgments for Exam Performance in College Classrooms written by Marissa Kay Hartwig and published by . This book was released on 2006 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study sought to explore the relationships among college students' predictions of exam performance, metacognitive judgments, perceived self-efficacy, generalized self- doubt, and actual exam performance. Self-doubt, measured by the Subjective Overachievement Scale, was found to be relatively stable across three time points of measurement in this study, even when one point was immediately prior to a midterm examination. Additionally, self-doubt was found to be significantly negatively related to students' metacognitive judgments, self- efficacy judgments, and score predictions. No significant relationship was found between self-doubt and calibration of predictions. Metacognitive judgments and self-efficacy judgments were found to be significantly correlated. Both were related to students' score predictions, although self- efficacy made a larger unique contribution to the variance in predictions. The relationship between metacognitive judgments and self-efficacy judgments is discussed. Further, students' test score predictions were strong predictors of their actual exam performance. An even stronger predictor of performance, however, was students' absolute accuracy (i.e. their non-directional bias) in their predictions. That is, high performance and high prediction accuracy were strongly positively related.