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1.
Leslie R. M. Hausmann Feifei Ye Janet Ward Schofield Rochelle L. Woods 《Research in higher education》2009,50(7):649-669
The authors argue for the inclusion of students’ subjective sense of belonging in an integrated model of student persistence
(Cabrera et al., J Higher Educ 64:123–139, 1993). The effects of sense of belonging and a simple intervention designed to
increase sense of belonging are tested in the context of this model. The intervention increased sense of belonging for white
students, but not for African American students. However, sense of belonging had direct effects on institutional commitment
and indirect effects on intentions to persist and actual persistence behavior for both white and African American students. 相似文献
2.
Pedro Rosário José C. Núñez Julio González-Pienda Antonio Valle Luísa Trigo Carina Guimarães 《European Journal of Psychology of Education - EJPE》2010,25(4):411-428
A programme to enhance first-year college students’ self-regulated learning strategies is proposed and assessed in two samples,
one from the University of Oviedo (Spain) and the other from the University of Minho (Portugal). Each sample was divided into
two groups (experimental and control). The Spanish sample comprised 44 students in the experimental group and 40 in the control
group, whereas in the Portuguese sample, the number of students was 48 and 44, respectively. The narrative-based intervention
programme is organised around a set of fictional letters from a first-year college student in which he reports his own academic
experiences. Each letter focuses on a learning strategy as an opportunity to teach and enhance the students’ deep approaches
to learning and their self-regulated learning processes. In both samples, findings confirm the programme efficacy to teach
efficient learning strategies and to promote self-regulation. Implications for college students and for teaching are discussed. 相似文献
3.
Fumei Weng France Cheong Christopher Cheong 《Education and Information Technologies》2010,15(4):333-353
The purpose of this study is to examine the combined effect of self-efficacy and academic integration on higher education
students studying IT (Information Technology) majors in Taiwan. We introduced self-efficacy, which is a psychological factor
that affects students’ academic outcomes, as a new factor in Tinto’ theory, a well-known framework in student retention research.
Academic integration is the main proposition of Tinto’s theory affecting students’ decision to dropout. Students from different
populations have various reasons from dropping out of their studies. An examination of the relationship between self-efficacy
and academic integration is useful to understand the effect of self-efficacy on academic outcomes on the IT student population
in Taiwan. Data from a Taiwanese national survey database conducted in 2005 was used to achieve the research objective. A
total of 2,895 records were extracted from 75,084 students in public and private institutions studying in two IT-related Majors,
namely Information Management (IM) and Computer Science (CS). MANOVA was used to analyze the interaction effects between academic
integration and self-efficacy. The independent variables were institution types and students’ majors. The results showed that
students from public institutions have higher levels of self-efficacy than students from private ones. Another finding is
that IM students seem to have better study strategies and habits than CS students. However, CS students were found to have
better collaboration and satisfaction with their institutions than IM students. Team projects, counselling services, and flexible
teaching and learning strategy are suggested to enhance students’ academic integration and self-efficacy. 相似文献
4.
Using multi-institutional data from the Cooperative Institutional Research Program’s (CIRP) annual survey of entering freshmen,
the Higher Education Research Institute’s (HERI) Faculty Surveys, campus registrars’ offices, and IPEDS data, we evaluated
the extent to which peer institutional retention climates and faculty perceived campus climates influenced individual 6-year
retention rates. We used hierarchical generalized linear models (HGLM) to examine the extent to which institutional climate
(as measured by peer institutional retention climate and faculty perceived climate), net of students’ ability, expectations,
and family socioeconomic status, influence students’ persistence behavior. We found that institutional retention climate,
as defined by a student body’s aggregated report of withdrawal intentions, did independently determine whether a student would
persist or not. While past research has overlooked peer and faculty climates, the results from this work call for the attention
of peer institutional retention climates.
相似文献
Byung Shik RheeEmail: |
5.
Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education
Students’ satisfaction with school experiences has been linked to their sense of belongingness, connection to school, and
achievement. Though the extant research addresses students’ perceptions of school climate and sense of belonging, there is
a paucity of research about students’ views of teacher–student interactions. Five hundred and seventy-seven students from
one ethnically and academically diverse urban high school were surveyed and interviewed about the nature of teacher talk with
students. Findings from this mixed-methods investigation indicate students from general, special, and honors programs experience
a wide range of interactions based on academic services received, gender, and ethnicity. More frequent perceived punitive
feedback was reported by all students in special education as well as males in general and honors education programs, while
Hispanic students indicated a greater frequency of perceived supportive feedback. Findings also reflect a wide range of attitudes
and feelings about teachers, the educational system, and learning. 相似文献
6.
Predominantly White institutions have not been as effective as historically Black institutions in retaining and conferring
degrees upon African American college students. This review seeks to embed the psychological aspects of the retention process
proposed by Bean and Eaton [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student
departure puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] in a culturally-sensitive framework and consider
how African American students attending PWIs may experience the processes in retention. We first give a brief overview of
Bean and Eaton’s [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student departure
puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] model of retention, then we propose and discuss revisions
to Bean and Eaton’s model that we believe would make the model more applicable to African American students attending predominantly
White institutions. Specifically, we address students’ attitudes towards their institution, academic self-efficacy, motivation,
achievement goals, attributions, and ethnic and bicultural identity development. The discussion concludes with implications
and directions for future study. 相似文献
7.
This paper estimates the effect of students’ background characteristics on the academic outcomes of their college roommates.
It uses data from four classes of students at Wellesley College, where roommate assignment is credibly random, conditional
on student responses to a housing preference form. In linear specifications, there are no peer effects on students’ grade
point averages. There is some evidence that students’ SAT scores have nonlinear effect on their roommates’ achievement, but
the results are not robust. We conclude that roommate peer effects might exist among small groups of students, but they are
not a key determinant of students’ average academic outcomes at Wellesley College. 相似文献
8.
Many theories on college retention recognize the significance of student satisfaction as a positive factor in students’ persistence.
Yet, there are few theories that address the relationship of degree program satisfaction to study behaviour and dropout. This
paper explores the impact of degree program satisfaction on academic accomplishment and dropout. The impact of degree program
satisfaction was studied within a multitheoretical framework. The results of the study show that student accomplishment not
only depends on differences in academic ability but also on degree program satisfaction. Decreased degree program satisfaction
appears to diminish both study motivation and study behaviour. The authors discuss some implications for current educational
practice. 相似文献
9.
Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups 总被引:1,自引:0,他引:1
Marieke Meeuwisse Sabine E. Severiens Marise Ph. Born 《Research in higher education》2010,51(6):528-545
The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning
environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was
tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students
from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model.
The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship
with teachers and fellow students. Ethnic minority students’ sense of belonging to the institution nevertheless did not contribute
to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led
to a sense of belonging. In these students, the sense of belonging did further academic progress. 相似文献
10.
This is a quantitative study of 493 undergraduate engineering majors’ intentions to persist in their engineering program.
Using a multiple analysis of variance analysis, men and women had one common predictor for their intentions to persist, engineering
career outcome expectations. However, the best sociocognitive predictor for men’s persistence was not the same for women.
Men’s persistence in undergraduate engineering was predicted by their abilities to complete the required coursework. Women’s
persistence in undergraduate engineering depended upon their beliefs in getting good grades (A or a B). In brief, women’s
intentions to persist in undergraduate engineering were dependent upon higher academic standards compared to men. 相似文献
11.
“Is that paper really due today?”: differences in first-generation and traditional college students’ understandings of faculty expectations 总被引:1,自引:0,他引:1
Success in college is not simply a matter of students demonstrating academic ability. In addition, students must master the
“college student” role in order to understand instructors’ expectations and apply their academic skills effectively to those
expectations. This article uses data from focus groups to examine the fit between university faculty members’ expectations
and students’ understanding of those expectations. Parallel discussions among groups of faculty and groups of students highlight
important differences regarding issues of time management and specific aspects of coursework. We find definite incongruities
between faculty and student perspectives and identify differences between traditional and first-generation college students.
We argue that variations in cultural capital, based on parents’ educational experiences, correspond to important differences
in each group’s mastery of the student role and, thus, their ability to respond to faculty expectations. The conclusion discusses
the theoretical and practical implications of considering role mastery a form of cultural capital. 相似文献
12.
Gary R. Pike 《Research in higher education》2006,47(5):591-612
Holland’s theory of vocational preferences provides a powerful framework for studying students’ college experiences. A basic proposition of Holland’s theory is that individuals actively seek out and select environments that are congruent with their personality types. Although studies consistently support the self-selection proposition, they have not examined the processes underlying students’ selections. It seems reasonable to presume that many students select academic majors because they believe or expect that the academic environments will be congruent with their personalities. Using data from 631 entering students, this research examined the possibility that self-selection is related to students’ college expectations. Results provided support for the role of expectations in the selection of academic majors. 相似文献
13.
Linda G. Castillo 《International journal for the advancement of counseling》2009,31(4):245-254
The purpose of this article is to examine how intragroup marginalization has a potential impact on Latino college students’
psychological adjustment. The concept of intragroup marginalization in this context relates to the perceived rejection of
students by persons of their heritage culture group in response to the students’ acculturation efforts in regard to the college
culture. Counselors can facilitate college success of Latino students by addressing acculturative stressors. Intragroup marginalization
and its relationship to Latino college student adjustment is illustrated and discussed through a vignette. 相似文献
14.
Douglas Jay Lynch Hernando Trujillo 《International Journal of Science and Mathematics Education》2011,9(6):1351-1365
Students enter college chemistry courses with different sources of motivation, appropriate or inappropriate assumptions about
their probability of success and how to study. This study is theoretically aligned with self-regulated learning research.
Clearly, academic performance is closely related to student motivational beliefs and learning strategies. This study investigated
the motivational beliefs and learning strategies of 2 years of college students in the second semester of organic chemistry.
Responses to the Motivational Beliefs and Learning Strategies Questionnaire indicated that student self-efficacy was highly
correlated with academic performance (semester grades). Gender differences were quite pronounced. Male academic performance
was associated with intrinsic motivation as well as the importance placed on the learning task. Test anxiety was negatively
associated with male grades. Extrinsic motivation was negatively correlated with female grades. Responses to students’ sense
of control over learning, the value of the learning task, and self-efficacy were significantly higher for males compared to
females. Faculty who attend to these different patterns may influence beliefs as well as learning strategies. Correcting erroneous
assumptions about how to learn chemistry may help students shift both their attitudes and their learning practices. The notable
gender difference suggests that female chemistry students may especially profit from focused faculty intervention. 相似文献
15.
Geneviève L. Lavigne Robert J. Vallerand Paule Miquelon 《European Journal of Psychology of Education - EJPE》2007,22(3):351-369
The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits
that science teachers’ support of students’ autonomy positively influences students’ self-perceptions of autonomy and competence.
These self-perceptions, in turn, have a positive impact on students’ self-determined motivation toward science which leads
to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high
school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with
LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence
and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels
of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from
a motivational approach in this area. 相似文献
16.
This paper presents a meta-analytic review (k = 237, N = 44,668) of the adjustment to college literature. The review, based on studies using the Student Adaptation to College Questionnaire,
is organized around three primary themes: (1) the structure of students’ adjustment to college, (2) the relationship of adjustment
to college constructs with possible antecedents and correlates, and (3) the relationship of adjustment to college constructs
with college grades and college retention. Meta-analytic results indicate that adjustment to college is multidimensional,
predictive of college grades, and an unusually good predictor of college retention. Adjustment to college is also shown to
be moderately related to individual traits, social support, and students’ relationships with their parents. Weaker relationships
are evident with demographic variables, prior achievement, coping approaches, and variables that reflect students’ psychological
independence from their parents. Theoretical and practical implications for the study of students’ adjustment to college,
academic performance, and retention are discussed. 相似文献
17.
The purpose of this research was to examine student perceptions of academic integrity among faculty and peers at a sample
of public universities in Romania. The study explores the factors that influence academic dishonesty among college students
and compares the relative importance of faculty influences and peer influences on students’ intent to cheat. The study differs
from the existing literature on academic integrity in that it examines the degree to which student cheating in college is
influenced by the quality and relevance of instruction and the academic dishonesty of instructors and peers. 相似文献
18.
INSTITUTIONAL SELECTIVITY AND INSTITUTIONAL EXPENDITURES: Examining Organizational Factors that Contribute to Retention and Graduation 总被引:1,自引:0,他引:1
Many institutions of higher education increasingly are concerned with retention and graduation rates. Focusing on private Baccalaureate Liberal and General colleges and universities, the purpose of this study was to examine the relationship between institutional selectivity and institutional expenditures and retention and graduation rates. Framed by Berger’s (2001–2002) view that organizational behavior can impact student departure, this inquiry examined if expenditures for instruction, academic support, student services, facilities, institutional support, and institutional grants (i.e. student financial aid) could predict retention and graduation rates at baccalaureate-granting institutions. Institutional selectivity and institutional expenditures, specifically those that directly contributed to students’ academic integration, were found to contribute significantly to retention and graduation rates. Recommendations are suggested, including using the results to inform resource allocation strategies that can enhance retention and graduation rates. 相似文献
19.
The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement 总被引:2,自引:0,他引:2
Robert H. Stupnisky Robert D. Renaud Lia M. Daniels Tara L. Haynes Raymond P. Perry 《Research in higher education》2008,49(6):513-530
While a great deal of research has examined students’ critical thinking skills, less is known about students’ tendencies to
use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think
critically or what impact this disposition has on college students’ academic achievement. Perceived control, which has been
found to be an important factor in college students’ academic success, may be an important factor in developing this disposition.
The current longitudinal study examined the reciprocal-effects between critical thinking disposition and perceived academic
control, and their comparative influences on academic achievement in 1196 first-year college students. Using a two-wave, two-variable
cross-lag structural equation model, a reciprocal-effect was found whereby students’ perceived academic control predicted
their subsequent critical thinking disposition, and students’ critical thinking disposition predicted their subsequent perceived
academic control. Furthermore, after controlling for high school academic performance, perceived academic control was found
to have a stronger impact on students’ GPAs than critical thinking disposition. Implications of fostering a critical thinking
disposition and perceived academic control among college students are discussed.
相似文献
Robert H. StupniskyEmail: |
20.
Iryna Johnson 《Research in higher education》2008,49(8):776-793
Educational research has shown that individual-level background characteristics, such as parental socio-economic status and
academic ability, influence college going behavior. This study tests for the existence of aggregate-level high school effects
on college enrollment, persistence and degree attainment. It links institutional data on students enrolling within a year
after graduation from in-state high schools with state data on high schools’ performance and populations. Three high school
aggregate-level factors were found to affect enrollment and persistence. Specifically, the high schools’ percent of SAT takers
has a concave-shape effect on enrollment, retention and graduation. Additionally, students coming from schools with a higher
percent of those receiving free lunch are less likely to persist, and students coming from schools located within a 60 mile
radius are more likely to matriculate and to persist to the second year. These results suggest that aggregate-level high school
characteristics should be accounted for in enrollment management.
相似文献
Iryna JohnsonEmail: |