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Sense of Belonging as a Predictor of Intentions to Persist Among African American and White First-Year College Students 总被引:1,自引:0,他引:1
Leslie R. M. Hausmann Janet Ward Schofield Rochelle L. Woods 《Research in higher education》2007,48(7):803-839
This study investigates the role of students’ sense of belonging to their university in college student retention. Using individual
growth curve modeling, we examined (a) whether sense of belonging predicts intentions to persist, and (b) the effects of an
intervention designed to enhance students’ sense of belonging. African American and white first-year students completed surveys
three times throughout the academic year. Students were randomly assigned to a group that received an intervention to enhance
students’ sense of belonging or to one of two control groups. Sense of belonging was found to predict intentions to persist,
controlling for background variables and other predictors of persistence. Overall, sense of belonging and intentions to persist
declined over the academic year. However, the decline in sense of belonging was smaller for students in the intervention group.
Implications for the development of college retention programs and for existing models of student persistence are discussed. 相似文献
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The present experiment examined the effects of several disruptors on temporal discrimination. Pigeons responded under a 0-delay
symbolic matching-to-sample procedure in which responses to one key color were reinforced following the presentation of four
shorter sample durations, and responses to another key color were reinforced following the presentation of four longer sample
durations. Steady-state performance was disrupted by presession feeding, intertrial-interval food, visual distraction, and
extinction. All disruptors decreased temporal-discrimination accuracy. Analyses of the fitted cumulative normal functions
indicated that decreases in accuracy were produced mainly by decreases in overall stimulus control rather than specific effects
on timing. In addition, all disruptors selectively decreased accuracy on long-sample trials—a choose-short effect. This effect
is interpreted in terms of decreased attention to the samples under disruption. Current theories of the choose-short effect
do not appear to easily account for these results. 相似文献
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Most academic libraries do not yet have gaming collections, let alone gaming services and facilities that support the unique and growing teaching and research needs of campus environments. Academic libraries in particular need to start thinking about developing the next generation of gaming collections and services. This article examines the experiences in developing an academic library gaming initiative at a large research university, and works towards identifying the questions academic libraries need to be asking and the issues that need investigating in order to map out a path for developing next generation gaming collections that will meet the needs of academic instructors and researchers in the coming decade, and take advantage of the unique opportunities gaming and gaming technology provide. 相似文献
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Jeffery Kurt Ward Danielle D. Wadsworth Shelby Foote Sheri J. Brock Nikki Hollett 《Research quarterly for exercise and sport》2017,88(3):346-351
Purpose: The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students’ fitness knowledge and fitness achievement. Method: One hundred and sixty-six 5th-grade students (76 boys, 90 girls) participated in a 20-lesson season called “CrossFit Challenge” during a 4-week period. The Progressive Aerobic Cardiovascular Endurance Run, push-ups, and curl-ups tests of the FITNESSGRAM® were used to assess fitness at pretest and posttest, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF). Physical activity was measured with Actigraph GT3X triaxial accelerometers. Results: Results indicated a significant time effect for all fitness tests and the knowledge test. Across the entire season, the students spent an average of 54.5% of lesson time engaged in MVPA, irrespective of the type of lesson (instruction, free practice, or competition). Conclusions: The results suggest that configuring the key principles of sport education within a unit of fitness is an efficient model for providing students with the opportunity to improve fitness skill and HRF knowledge while attaining recommended levels of MVPA. 相似文献