大学以外的成功之路

Aternative.nonacademic(?)The notion that only a college education canassure a good future may be losing credence.High-school students are encouraged to go to college toexpand their career opportunities,but Northwestern Uni-versity professor lames Rosenbaum finds that high schoolscan prepare students for the workplace by emphasizingdifferent skills and expanding goal choices.“By ignoring goals beside college,ignoring softskills,and ignoring long-term incentives,policy on theschool-to-work transition for American youths misleadsthem about societal needs and payoffs,”he writes in hispook Beyond College for All.     

Personality Factors Related to College Success

Abstract

Students demonstrating outstanding promise were placed in an honors section in introductory psychology. A control group matched on grade point average, sex, major field, and class remained in the larger lecture section. The honors group attained a higher level of achievement, exhibited more positive attitudes toward psychology, studied more, initiated more independent work, missed fewer classes, and enjoyed the course more. It was suggested that an increment in the level of achievement motivation, mediated by downward shift in the probability of success, interacted with the augmented environmental stimulation to facilitate the performance of the honors students.     

实践是大学生成才的金钥匙

针对在校大学生缺乏实践锻炼、影响成长成才的问题,提出了实践是大学生成才的金钥匙的命题,并进一步阐述了实践对于培养大学生运用知识能力和科技创新能力,提高大学生适应社会能力的重要作用.     

High-School Subjects as Conditioners of College Success

Abstract

This study examines the utility of the Ban- natyne recategorization system in discriminating among three groups of handicapped students. A stepwise discriminant functions analysis was performed on the subtest scaled scores from the WISC-R for 294 learning disabled (LD), 36 educably mentally retarded (EMR), and 71 emotionally disturbed (ED) students. The results of this analysis revealed that 100 percent of the EMR and ED students were predicted to be labeled LD on the basis of this recategorization, while 99.7 percent of the LD students were predicted to be LD. These findings are examined in relation to the use of alternative statistical methods and different diagnostic procedures to identify and classify students.     

Success in Algebra Among Community College Students

College algebra is a required course for most majors, but is viewed by many as a gatekeeper course for degree completion by students. With almost half a million students taking college algebra each year, faculty are experimenting with new course lengths of time that might result in higher success, completion, and retention rates for college algebra students. This article reports on a study of the traditional 16-week versus an 8-week course length in college algebra at a two-year Metropolitan Community College (MCC) in the United States. The study was to determine which course length of time, 8 weeks or 16 weeks, results in a higher proportion of students successfully completing the college algebra course. Also investigated were success rates among ethnicities, genders, and age groups. The study included 231 students in college algebra. Data were analyzed on four sections of the traditional 16-week courses and four sections of 8-week courses. In this study, success was measured as earning a grade of A, B, or C in the course. Understanding more about course lengths of time for college algebra can aid in increased understanding of time as a factor and, ultimately, may determine if students are more successful in 8-week or 16-week courses of instruction.     

Part-Time Faculty and Community College Student Success

With the Completion Agenda taking such political prominence, community colleges are experiencing even more pressure to find ways to promote and improve student success. One way that has been suggested is to limit the reliance on part-time faculty under the premise that the employment status of faculty has a direct influence on student success. The tacit assumption is that full-time faculty are more engaged with their home institution, and this engagement translates into the engagement of the students taught. The present study examined employment status of faculty on the success of students enrolled in four, two-course sequences. Using Pearson chi-square and binary logistic regression analyses, it was concluded that employment status of the faculty has no statistical influence on student success as has been previously claimed. These results suggest that community colleges should not assume that hiring more full-time faculty will improve student success and, instead, should possibly consider utilizing funds otherwise allocated to hiring new full-time faculty on the development and compensation of part-time faculty.     

College Student Success: A Qualitative Modeling Approach

This qualitative study highlighted student perspectives on barriers to success at a community college located in a south Texas city. The study examined barriers to student success, the knowledge that successful students possess to overcome the barriers, and the actions that successful students undertake to overcome the barriers. Padilla's (2004 Padilla , R. V. ( 1999 ). College student retention: Focus on success . Journal of College Student Retention , 1 ( 2 ), 131 – 145 .[Crossref] , [Google Scholar]) theoretical framework and methods for modeling student success provided the conceptual framework for the study. The data analysis resulted in the development of a local student success model and an implementation model for student services at the subject campus.     

Book Review: SOAR to College Success and Beyond

Educational Psychology Review -     

Community College Study Abroad: Implications for Student Success

The aim of this research is to explore whether participation in study abroad by community college students impacts levels of engagement and if there is a connection between studying abroad and academic achievement. While university-level studies have a history in exploring these questions, the same is not true for community colleges. The California Community College Student Outcomes Abroad Research project (CCC SOAR) uses a mixed methods design to examine data that evidences how participation in study abroad programs not only has implications for personal development and global learning, but also has a range of indicators of academic success variables. Data show that there is a range of positive outcomes that occur as a result of studying abroad for all students across an array of early, midstream, and terminal outcomes due to engagement-enhancing components such as shared common experiences, nurturing behavior from faculty, and increased student interaction in collaborative activities.     

高职院校与大学生成才观

培养什么人的问题，始终是教育的核心问题。成才是个体主观条件与社会环境相互作用的结果，是在主客观统一的实践中发展的。学校作为大学生社会化的重要场所，对大学生成才观的影响是全面的、系统和深刻的。高等职业技术院校对大学生成才观影响的主要方式是教育办学思想的影响；行业和企业直接介入培养过程的影响；教育者的影响。     

一屋不扫何以扫天下

所有的教育者都希望受教育者成长为一个有能力的人,所有的家长都盼望自己的孩子成为一个有用有能力的人,那什么才是最重要的能力呢？应该说是自立。     

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.     

Toward College Success: Internalizing Active and Dynamic Strategies

Abstract. This article describes a university course, Methods of Inquiry, that teaches strategies and techniques for students to become self-regulated learners and thereby enhance their active and dynamic approach to school. The purpose of this study was to examine if this course was successful in increasing the students' learning strategies. Pre- and post-tests were administered to 680 students over four semesters, and results verify that the course did significantly increase the students' learning strategies. Demographic variables were shown not to have a significant impact on student learning strategies. This article concludes with a discussion of the transferability of this skill and the benefits it has to high education retention rates.     

大学生成才心理因素分析

文章论述了大学生成才的意义,分析了成才与高尚的品德、远大的理想、坚强的意志和创新意识这四个心理素质的关系。