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The Effect Of Student Perceptions Of Belonging And Academic Press On Academic Performance
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Book Synopsis The Effect of Student Perceptions of Belonging and Academic Press on Academic Performance by : Maria A. Bonich
Download or read book The Effect of Student Perceptions of Belonging and Academic Press on Academic Performance written by Maria A. Bonich and published by . This book was released on 2007 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined relationships among student perceptions of academic press, belonging, and academic performance (n = 248). A modified 18-item Psychological Sense of School Membership (PSSM) survey assessed students' perceived classroom level belonging and a 7-item subscale measuring academic press extracted from the Patterns of Adaptive Learning Survey (PALS) combined to form one self-report survey. Responses captured fourth grade student perceptions of their levels of belonging and academic press by school, classroom, gender, and race/ethnicity in 11 classrooms from two suburban school districts. Survey data were matched to state-mandated English Language Arts (ELA) and Math test data scores to measure academic performance.
Book Synopsis College Students' Sense of Belonging by : Terrell L. Strayhorn
Download or read book College Students' Sense of Belonging written by Terrell L. Strayhorn and published by Routledge. This book was released on 2018-09-03 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores how belonging differs based on students’ social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. Belonging—with peers, in the classroom, or on campus—is a critical dimension of success at college. It can affect a student’s degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. The 2nd Edition of College Students’ Sense of Belonging explores student sub-populations and campus environments, offering readers updated information about sense of belonging, how it develops for students, and a conceptual model for helping students belong and thrive. Underpinned by theory and research and offering practical guidelines for improving educational environments and policies, this book is an important resource for higher education and student affairs professionals, scholars, and graduate students interested in students’ success. New to this second edition: A refined theory of college students’ sense of belonging and review of current literature in light of new and emerging theories; Expanded best practices related to fostering sense of belonging in classrooms, clubs, residence halls, and other contexts; Updated research and insights for new student populations such as youth formerly in foster care, formerly incarcerated adults, and homeless students; Coverage on a broad range of topics since the first edition of this book, including cultural navigation, academic spotting, and the "shared faith" element of belonging.
Book Synopsis The Impact of a Sense of Belonging in College by : Erin Bentrim
Download or read book The Impact of a Sense of Belonging in College written by Erin Bentrim and published by Taylor & Francis. This book was released on 2023-07-03 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sense of belonging refers to the extent a student feels included, accepted, valued, and supported on their campus. The developmental process of belonging is interwoven with the social identity development of diverse college students. Moreover, belonging is influenced by the campus environment, relationships, and involvement opportunities as well as a need to master the student role and achieve academic success. Although the construct of sense of belonging is complex and multilayered, a consistent theme across the chapters in this book is that the relationship between sense of belonging and intersectionality of identity cannot be ignored, and must be integrated into any approach to fostering belonging.Over the last 10 years, colleges and universities have started grappling with the notion that their approaches to maintaining and increasing student retention, persistence, and graduation rates were no longer working. As focus shifted to uncovering barriers to student success while concurrently recognizing student success as more than solely academic factors, the term “student sense of belonging” gained traction in both academic and co-curricular settings. The editors noticed the lack of a consistent definition, or an overarching theoretical approach, as well as a struggle to connect disparate research. A compendium of research, applications, and approaches to sense of belonging did not exist, so they brought this book into being to serve as a single point of reference in an emerging and promising field of study.
Book Synopsis The Palgrave Handbook of Positive Education by : Margaret L. Kern
Download or read book The Palgrave Handbook of Positive Education written by Margaret L. Kern and published by Springer Nature. This book was released on 2021 with total page 788 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings." -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. .
Book Synopsis Adult, First-Generation College Students' Perceptions of Belonging by : Tammy Shannon
Download or read book Adult, First-Generation College Students' Perceptions of Belonging written by Tammy Shannon and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adult, first-generation college students' perceived sense of belonging is the subject of this dissertation. Academic literature supports that sense of belonging plays a key role in persistence to graduation amongst traditional-age college students. Tinto, in his book, Completing College: Rethinking Institutional Action (2012), is quoted in his section on involvement, meaning and the sense of belonging: "Involvements, academic or social, do not occur in a vacuum. They take place within specific social and cultural settings and among individuals whose values give them meaning" (p. 66). The need to better understand sense of belonging in adult, first generation undergraduates was first revealed in my role as academic adviser through direct contact and dialogue with these students. This, along with my own history as a non-traditional, first-generation college graduate led to insights, researching of the literature, a pilot study, and the completion of this dissertation. The results are particularly poignant because they look at sense of belonging during a worldwide pandemic with interviews done in the summer of 2021. The adult, first-generation college student perceptions of belonging generated a view slightly different from that of their traditional aged peers. Data analysis produced a grounded theory model: Sense of Belonging: Connections through Communities of Practice. The grounded theory produced a snapshot of a population of students as they navigated the university. Studying during the pandemic created an opportunity to discuss nuances of belonging in different environments and what that might look like for students moving forward. It is the goal and objective of this dissertation to better understand sense of belonging in adult, first-generation undergraduates and how that contributes to academic persistence. One value of this study is learning how adult first-generation undergraduates connect, find community, and develop a sense of belonging. The second value is an historical glimpse of this population's views during a worldwide pandemic. The third is the study's model which frames the data into an understanding of how participants communicated their sense of belonging and connection. The model provides administrators, faculty, and those interested in first-generation student success a useful set of implications and recommendations for policy and practice. Opportunity for further discussion, and future research is also present. Adult, first-generation undergraduate students are trailblazers; reading their perspectives on sense of belonging, and proposed ways for support and connection at the university, may offer insights and fresh ideas to the general reader and researcher alike.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Completing College by : Vincent Tinto
Download or read book Completing College written by Vincent Tinto and published by University of Chicago Press. This book was released on 2012-04-15 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.
Book Synopsis Mindframes for Belonging, Identities, and Equity by : Nicole Law
Download or read book Mindframes for Belonging, Identities, and Equity written by Nicole Law and published by Corwin Press. This book was released on 2024-02-29 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: The essentials for creating a supportive and inclusive space for all Learning is hard work and the latest education research shows that a sense of psychological safety is a must if we want students to successfully progress along their education journey. In Mindframes for Belonging, Identities, and Equity, you′ll discover 10 unique mindframes backed by extensive education research and real-life scenarios. Through self-reflection and powerful vignettes, you′ll learn how to apply these core principles in your daily life to foster a more inclusive and understanding learning environment. Inside, the authors explore the five critical themes behind these mindframes, including Impact and Efficiency Feedback and Assessment Challenging Growth Learning Culture and Relationships Ownership and Accountability Harnessing the power of these mindframes is not just about improving education--it′s about fostering an environment where every student feels valued, safe, and able to learn without fear.
Book Synopsis The Condition of Education 2011 by : Nabeel Alsalam
Download or read book The Condition of Education 2011 written by Nabeel Alsalam and published by Government Printing Office. This book was released on 1989 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Influence of Student Perceptions on Academic Performance in Upward Bound Programs by : Randolph S. Gunter
Download or read book The Influence of Student Perceptions on Academic Performance in Upward Bound Programs written by Randolph S. Gunter and published by . This book was released on 2000 with total page 518 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Sandra L. Christenson Publisher :Springer Science & Business Media ISBN 13 :1461420172 Total Pages :839 pages Book Rating :4.4/5 (614 download)
Book Synopsis Handbook of Research on Student Engagement by : Sandra L. Christenson
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Book Synopsis Belonging Beyond the Classroom by : Stephanie Levitt Shaulskiy
Download or read book Belonging Beyond the Classroom written by Stephanie Levitt Shaulskiy and published by . This book was released on 2016 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education institutions have invested time and resources into creating a wide range of student organizations to join in order to promote positive outcomes for college students. Previous literature has found links between participating in student organizations and retention as well as positive academic and psychological outcomes. Previous literature has also linked perceptions of belonging in educational settings, such as universities, to retention and positive academic and psychological outcomes. Additionally, literature about underrepresented students in higher education suggests that these students may obtain an even greater benefit from perceiving belonging to a student organization compared to their majority peers. The results from two separate, but related surveys conducted in the same semester are examined in this dissertation, organized into Study 1 (presented in Chapter 3) and Study 2 (presented in Chapter 4). Both studies examine student perceptions of belonging to student organizations (group belonging). Results from Study 1 demonstrate the importance of being a group member for academic success and perceptions of group belonging for psychological well-being. This study did not find support for the hypothesis that there would be stronger associations between perceptions of group belonging and academic success and psychological well-being for underrepresented students. Study 2 examined the factors that contribute to the perception of belonging within student organizations, finding that group cohesion and membership in an academic organization were significantly associated with students' sense of group belonging. This study did not find support for the hypothesis that there would be stronger associations between group cohesion, individual motivation, and activity type and perceptions of group belonging for underrepresented students, compared to their peers. Chapter 5 includes an overall discussion of the two studies together, including implications for practice and a discussion of the limitations to the study design as well as direction for future research.
Book Synopsis Handbook of Educational Psychology by : Patricia A. Alexander
Download or read book Handbook of Educational Psychology written by Patricia A. Alexander and published by Routledge. This book was released on 2012-11-12 with total page 2419 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners’ development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. New chapters cover topics such as adult development, self-regulation, changes in knowledge and beliefs, and writing. Expanded treatment has been given to cognition, motivation, and new methodologies for gathering and analyzing data. The Handbook of Educational Psychology, Second Edition provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology.
Book Synopsis Unintended Barriers by : Tucker Lamar Jones
Download or read book Unintended Barriers written by Tucker Lamar Jones and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prior research has shown that instructors often engage in behaviors that (for better or worse) substantially impact their students' subjective experiences within the class. For example, recent research has shown that instructors' subjective experiences during class are likely to "trickle down" and influence the subjective experiences of their students which, in turn, can impact students' engagement and performance on assessments (Saucier et al., in press). Given the ease at which certain students (e.g., first-generation college students, students who feel like they do not belong in higher education) may be likely to misinterpret and react negatively toward common and unintentional instructor behaviors (e.g., low energy level, use of highly technical language), more research that explores the extent to which students' generational status (i.e., being a first-generation vs. a continuing-generation college student) and/or overall sense of belonging in higher education is related to their perceptions of and anticipated responses to various instructor behaviors is needed. As such, two studies were designed to systematically examine the extent to which students' generational status and/or the extent to which they feel like they do (or do not) belong in higher education is related to their perceptions of and anticipated responses toward various instructor behaviors. Study 1 examined the differences between first-generation and continuing-generation college students in their perceptions of and anticipated responses to instructor behaviors that are positive, neutral, or negative. Although there were no differences between these students in their perceptions of and anticipated responses toward the different instructor behaviors, the results from Study 1 clearly show the substantial impact that instructors' behaviors can have on their students' subjective experiences. Students in Study 1 tended to agree more strongly that they had especially favorable perceptions of and anticipated responses toward positive instructor behaviors than neutral or negative instructor behaviors. Study 2 examined the extent to which first-generation and continuing-generation college students' overall sense of belonging is related to their perceptions of the same instructor behaviors that were used in Study 1. The results from Study 2 generally replicated those from Study 1, but also showed that sense of belonging is significantly related to first-generation and continuing-generation college students' perceptions of and anticipated responses toward various instructor behaviors. More specifically, continuing-generation college students with a lower overall sense of belonging tended to rate positive instructor behaviors more negatively, whereas first-generation college students with a higher overall sense of belonging tended to rate negative instructor behaviors more favorably. Overall, the results from these studies contribute to the extant literatures on instructor behaviors, first-generation and continuing-generation college students, and students' sense of belonging within higher education. Further, by identifying the instructor behaviors that (for better or worse) impact students' subjective experiences during class, the results from the current investigation have the potential to inform professional development programs that will attempt to maximize positive instructor behaviors, minimize negative instructor behaviors, and, in doing so, enhance the subjective experiences for both students and instructors.
Book Synopsis College Students' Sense of Belonging by : Terrell L. Strayhorn
Download or read book College Students' Sense of Belonging written by Terrell L. Strayhorn and published by Routledge. This book was released on 2012 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Belonging - with peers, in the classroom, or on campus - is a crucial part of the college experience. This title addresses these student sub-populations and campus environments. It offers readers practical guidelines, underpinned by theory and research, for helping students belong and thrive.
Book Synopsis College Students' Sense of Belonging and Instructor Messages about Student Success by : Leah D. Hoops
Download or read book College Students' Sense of Belonging and Instructor Messages about Student Success written by Leah D. Hoops and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed model study used student surveys (N = 153) and interviews (N = 16) from undergraduate students enrolled in 10 sections of a Student Success Course at a large Midwestern research institution to investigate relationships between students’ perceptions of instructor messages about student success and their sense of belonging in college and a particular classroom. Using an equal status sequential mixed model design guided by the pragmatist research paradigm, this study provides a number of findings that add to the literature on how institutional experiences influence college students’ sense of belonging. First, findings from the current study indicate that instructor expectancy messages about student success are positively related to students’ sense of belonging at both the University- and classroom-level. Second, the meaning that each student makes of instructor messages deferentially contributes to their sense of belonging. Third, students’ race/ethnicity does not play a substantial role in either of these relationships. In addition to findings, implications for practice, research, and theory are explored.
Book Synopsis The Impact of a Sense of Belonging in College by : Erin M Bentrim
Download or read book The Impact of a Sense of Belonging in College written by Erin M Bentrim and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Sense of belonging refers to the extent a student feels included, accepted, valued, and supported on their campus. The developmental process of belonging is interwoven with the social identity development of diverse college students. Moreover, belonging is influenced by the campus environment, relationships, and involvement opportunities as well as a need to master the student role and achieve academic success. Although the construct of sense of belonging is complex and multilayered, a consistent theme across the chapters in this book is that the relationship between sense of belonging and intersectionality of identity cannot be ignored, and must be integrated into any approach to fostering belonging. Over the last 10 years, colleges and universities have started grappling with the notion that their approaches to maintaining and increasing student retention, persistence, and graduation rates were no longer working. As focus shifted to uncovering barriers to student success while concurrently recognizing student success as more than solely academic factors, the term "student sense of belonging" gained traction in both academic and co-curricular settings. The editors noticed the lack of a consistent definition, or an overarching theoretical approach, as well as a struggle to connect disparate research. A compendium of research, applications, and approaches to sense of belonging did not exist, so they brought this book into being to serve as a single point of reference in an emerging and promising field of study." --
