Baccalaureate Attainment of College Students at 4-Year Institutions as a Function of Student Engagement Behaviors: Social and Academic Student Engagement Behaviors Matter

Vincent Tinto originally asserted, “… it is the individual’s integration into the academic and social systems of the college that most directly related to his continuance in that college” (Tinto, Review of Educational Research 45(10): 89–125, 1975), yet the rates of college degree attainment are still stagnant. Institution-level research on student engagement indicates that both types of engagement contribute to increased student persistence and degree attainment. Research has prompted going beyond institutional-level data and calls for using of nationally representative, longitudinal data to addressing engagement. Using the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and logistic regression, this study finds that both academic and social student engagement behaviors significantly impact degree attainment in postsecondary education net of individual and institutional factors. Interaction analysis of the two different types of engagement finds that the impact is not additive but instead is differential and dependent upon the student’s engagement typology as proposed by Coates (Assessment and Evaluation in Higher Education 32(2): 121–141, 2007).     

Hispanic Student Success: Factors Influencing the Persistence and Transfer Decisions of Latino Community College Students Enrolled in Developmental Education

This study examined the impact of a set of theoretically-derived predictor variables on the persistence and transfer of Hispanic community college students. Early models of student persistence have been validated primarily among 4-year college students. While the constructs have been well-established, the relationships of those relevant factors remain unexamined among community college transfer students, and specifically, among Hispanic students enrolled in developmental coursework and planning to transfer from a community college to a 4-year institution. Logistic regression analysis was used to test the hypothesized conceptual framework on an existing set of quantitative persistence data drawn from a national sample of Hispanic students.     

Modeling Entrance into STEM Fields of Study Among Students Beginning at Community Colleges and Four-Year Institutions

In this study, a theoretical model is tested to examine factors shaping the decision to pursue STEM fields of study among students entering community colleges and four-year institutions, based on a nationally representative sample of high school graduates from 2004. Applying the social cognitive career theory and multi-group structural equation modeling analysis, this research highlights a number of findings that may point to specific points of intervention along students’ educational pathway into STEM. This study also reveals important heterogeneity in the effects of high school and postsecondary variables based on where students start their postsecondary education: community colleges or four-year institutions. For example, while high school exposure to math and science courses appears to be a strong influence on four-year beginners’ STEM interest, its impact on community college beginners’ STEM interest, albeit being positive, is much smaller. In addition, college academic integration and financial aid receipt exhibit differential effects on STEM entrance, accruing more to four-year college students and less to those starting at community colleges.     

Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities

Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed.     

高考改革对清华本科生STEM学业成绩的影响

高考改革自2014年启动并在浙江、上海试点实施,对高水平大学的招生与培养产生了一定影响。清华大学学生STEM课程成绩的实证研究显示,高考改革后学生STEM课程成绩较改革前有所提高。清华大学在高考改革省份实施的综合评价招生模式,对学生高中STEM学科知识基础及大学STEM成绩起到了正向促进作用。清华大学应对高考改革采用的综合评价招生录取模式的积极效果,可以为高考改革整体方案提供参考。     

Early Integration and Other Outcomes for Community College Transfer Students

The purpose of this study was to explore academic and social integration and other outcomes for community college transfer students. The study used Tinto’s (Leaving college: Rethinking the causes and cures of student attrition, 1993) Longitudinal Model of Institutional Departure and Deil-Amen’s (J Higher Educ, 82:54–91, 2011) concept of “socio-academic integrative moments” to inform the selection and organization of potential predictors. We developed regression models for relationships between demographic and background variables of interest and perceived academic and social integration following the first six weeks at the receiving university. We also included these perceived integration scores in regression models for six outcomes (first and second semester grade point average, first and second semester earned hours ratios, and second and third semester persistence). Academic and previous college background explained the greatest amount of variance in predicting early integration and academic outcomes.     

影响民航大学生数学学习成绩的因素

以中国民航飞行学院飞行技术专业部分学生为研究样本,利用多种统计分析方法对影响大学生数学成绩的因素进行分析,考察教师的教学水平、学生的高考数学成绩等因素对大学数学成绩的影响.结果显示：教师的教学水平与学生的高考数学成绩对大学数学成绩的影响均显著,但高考数学成绩只能解释大学数学成绩12.6%的变异.结论：教师的教学水平与学生的学习能动性对大学数学成绩有良好的促进作用.     

高职生学业成败归因的研究

一、前言学习归因研究领域已经取得了丰硕的成果,特别是在中小学生的归因研究方面更是成绩斐然,对于普通大学生的有关研究也正在进行之中。但对于高职校学生的归因研究还处于起步阶段,对于这个群体的研究较少,这有其客观原因。我国的高职校现在正处于改革发展中,还有许多不稳定     

地方院校师范生课程学习投入的影响因素

地方院校师范生的课程学习投入直接决定了教师教育的质量,探索师范生课程学习投入的影响因素成为研究的关注点。本研究通过对165名师范生的问卷调查,从个体层面和机构层面,分析了师范生的课程学习经历感知和对课程教学的满意度对其学习投入的影响作用。结果发现:(1)在个体层面,师范生课程学习经历中感知的通用技能培养和恰当的评价对其学习投入具有显著影响,而感知的良好的教学、清晰的目标、适当的负担和强调自主性等因素对学习投入的影响不显著;(2)师范生对机构层面的课程内容、教学活动、教师素质、教学质量的满意度与其学习投入之间存在显著正相关关系。     

Self-Efficacy,Stress, and Academic Success in College

This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27 college-related tasks. Both scales have high reliability, and they are moderately negatively correlated. We estimated structural equation models to assess the relative importance of stress and self-efficacy in predicting three academic performance outcomes: first-year college GPA, the number of accumulated credits, and college retention after the first year. The results suggest that academic self-efficacy is a more robust and consistent predictor than stress of academic success.     

STEM Aspiration: The Influence of Social Capital and Chilly Climate on Female Community College Students

ABSTRACT

This quantitative study examined the predictive impact of a series of factors on female community college students’ intention to transfer in science, technology, engineering, and mathematics (STEM). The STEM Student Success Literacy survey (SSSL) was utilized to collect data from a large, diverse community college located in Florida. After the data cleaning and preparation, the authors first constructed a model that measures potentially predictive factors such as social capital, student engagement, and chilly climate. Then, a regression model including these factors and demographic characteristics was tested using a multinomial regression analysis. Findings generated implications for future research, policy, and practice to better serve and assist female students in their pursuit of a STEM degree.     

College Students with Disabilities: Factors Influencing Growth in Academic Ability and Confidence

Research in Higher Education - Using large-scale longitudinal data, this study sought to examine factors influencing two important student development outcomes in students with disabilities...     

高考焦虑归因分析及其调适策略

焦虑是高考考生的主要心理障碍之一。考生在高考中若要克服并调控焦虑,就必须对焦虑的内涵和表现,及其产生的原因有深刻的认识;还应以自我调节为重点,充分发挥自我潜能,培养自信心,形成科学的考试观和心理防御机制,以及易操作的应对策略,以达成良好的心理状态。     

浅谈高职新生的心理适应问题及其调适

随着高职教育事业的发展，高职新生的心理适应问题逐渐引起人们的关注，本分析了高职院校新生存在的主要心理问题及其原因，并提出进行有效疏导和调适的方法。