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861.
Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness 总被引:1,自引:0,他引:1
Jeff Allen Steven B. Robbins Alex Casillas In-Sue Oh 《Research in higher education》2008,49(7):647-664
We studied the effects of academic performance, motivation, and social connectedness on third-year retention, transfer, and
dropout behavior. To accommodate the three outcome categories and nesting of data within institutions, we fit a hierarchical
multinomial logistic regression path model with first-year academic performance as a mediating effect. Our sample included
6,872 students representing 23 four-year universities and colleges. This work expands the current state of persistence research
by (1) considering the effects of motivation and social connectedness on college persistence beyond the first year of college,
(2) testing whether the effects of motivation and social connectedness on third-year retention and transfer are direct, indirect,
or both, and (3) testing whether the effects of academic performance, motivation, and social connectedness are different for
retention and transfer. We found that academic performance has large effects on likelihood of retention and transfer; academic
self-discipline, pre-college academic performance, and pre-college educational development have indirect effects on retention
and transfer; and college commitment and social connectedness have direct effects on retention. Academic self-discipline led
to greater first-year academic performance, which suppressed its effect on retention and transfer. Practical and theoretical
implications of these findings and directions for future research are discussed.
A previous version of this paper was presented at the 2nd Annual National Symposium on Student Retention, Albuquerque, New
Mexico, October 2006. 相似文献
862.
Ania Starczewska Alan Hodkinson Gill Adams 《Journal of Research in Special Educational Needs》2012,12(3):162-169
This small‐scale study details the development and execution of a system of inclusive education in 20th and 21st century in Poland. A detailed review of the literature and employment of in‐depth semi‐structured interviews aimed to establish how inclusion is defined and operationalised in Poland. In addition, the study sought to establish how the teachers' levels of professional development and personal attitudes towards inclusion were influencing the evolution of this important educational initiative. The data from the study detail that the concept of inclusion is not well known in Poland, and that integrative education still dominates educational thinking. The study provides data to suggest integration in Poland works well in the early stages of education, but that it struggles to provide for and integrate older children into the mainstream educational settings. The research concludes that Poland has taken an important but perhaps faltering step towards educating all children in the mainstream schools. 相似文献
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Floating is the act of staff moving from one unit to another based on the needs of the patients in a hospital. Many staff who float to different units express negative feelings, including anxiety and lack of self‐efficacy. However, floating is an economical and efficient method to use staff across the hospital, especially with current staffing shortages in the United States. This study investigated how the use of mobile performance support devices may help reduce anxiety and increase self‐efficacy for staff who float to different units. With access to multiple resources available on mobile devices, Bandura's social learning theory and self‐efficacy concept set the framework through modeling, observing, and imitating others in order to reproduce certain behaviors and tasks and believe in one's capability to perform. A quantitative study incorporating the retrospective pretest‐posttest design was conducted using the population of float staff, both nurses and respiratory therapists, from Children's Medical Center of Dallas. Both the State‐Trait Anxiety Inventory and General Self‐Efficacy Scale, along with a basic demographic tool, were used to explore anxiety and self‐efficacy in relation to the use of mobile performance support devices. Findings can be used to alleviate the negative feelings of staff toward the idea of floating. 相似文献
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868.
Adigun Olajumoke Beulah Fiegener Ashlyn M. Adams Curt M. 《European Journal of Psychology of Education - EJPE》2023,38(2):659-673
European Journal of Psychology of Education - National data on student disengagement show a pervasive trend that currently makes this phenomenon one of the biggest challenges faced by teachers... 相似文献