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The Relationship Of First Time In College Students Perceived Social Support To Persistence At A Selected Urban Community College
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Book Synopsis The Relationship of First-time-in-college Students' Perceived Social Support to Persistence at a Selected Urban Community College by : Monty W. Smith
Download or read book The Relationship of First-time-in-college Students' Perceived Social Support to Persistence at a Selected Urban Community College written by Monty W. Smith and published by . This book was released on 1994 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2000 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Perceived Social Support and College Persistence by : Marilyn T. Verde
Download or read book The Relationship Between Perceived Social Support and College Persistence written by Marilyn T. Verde and published by . This book was released on 1996 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Persistence Among Part-time First Semester Urban Community College Students by : Hugh St. Clair Warner
Download or read book A Study of Persistence Among Part-time First Semester Urban Community College Students written by Hugh St. Clair Warner and published by . This book was released on 1981 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Social Suport and Community College Student Academic Persistence by : Debra A. Zavatkay
Download or read book Social Suport and Community College Student Academic Persistence written by Debra A. Zavatkay and published by . This book was released on 2014 with total page 588 pages. Available in PDF, EPUB and Kindle. Book excerpt: A survey method was used to examine community college students' perceptions of the social support received, its importance, and their academic persistence. The College Social Support Survey (Harrington, 2011), a modified version of the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000) was administered to 304 students at four of Connecticut's 12 community colleges. This self-report questionnaire assesses four different types of social support (i.e., emotional, informational, appraisal, and instrumental), five sources of support (i.e., family members, professors, classmates, a close friend, and other people at the college), and the importance students place on that support. It also was designed to elicit participants' descriptions of the stress they experienced related to school and being a student. Additionally, the study looked at the relationship between social supports perceived and their relationship to academic persistence. Data analyses revealed that emotional support was the most often perceived and informational support was the most important type of social support perceived. While appraisal support was the second least frequently perceived and the least important type of support perceived, there was a small positive correlation between the frequency of appraisal support perceived and academic persistence. Data analysis also revealed that social support received from professors was the second most frequently perceived and the most important source of social support and resulted in a small positive correlation between the frequency of support perceived from professors and academic persistence. Numerous other significant correlations were found between the types and sources of support and academic persistence. Finally, participants in this study reported they experienced stress related to school and being a college student and identified stressors that were similar to those identified in the literature. Given that the participants' greatest source of stress was trying to balance their coursework with their job responsibilities, this confirms prior research findings that community college students in particular, often experience additional stressors including balancing multiple classes with other commitments such as work or family. In concurrence with the literature, perceived social support has been found to buffer the negative effects of stress typically experienced by college students.
Book Synopsis Predicting Persistence Of First-Time Freshmen At A Large-City Community College by : William Laurance King III
Download or read book Predicting Persistence Of First-Time Freshmen At A Large-City Community College written by William Laurance King III and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The lack of student persistence is a burgeoning issue and over the last 40 years has become a national concern among researchers, administrators, policymakers and practitioners. Given the low persistence rates of first-year students at America's community colleges, leaders are searching for useful and successful strategies that will aid in closing the gap in student attrition. Successful completion of a degree or certificate is often considered the great economic equalizer in today's society from a public and cultural perspective. The purpose of this research study was to empirically investigate the odds ratio associated with predicting persistence that exists between first-time freshmen students who lived in campus housing and those who live off-campus at a large-city community college referred to as LCCC. Specifically, the focus of this study was to determine whether living in on-campus housing, receiving needs-based federal financial aid (Pell Grant), ethnicity, gender and enrolling in one or more developmental education courses are predictors of persistence. This study was predicated on the collection of quantitative data from a large-city community college's student information system from the years 2010 through 2013. The researcher has concluded based on the data analysis of this research study the results were statistically insignificant for those students living on-campus when compared to those students living off-campus. An analysis of Ethnicity as a predictor of persistence revealed that in the short-term African-American students actually persisted at higher rates than their counterparts. However, in three of the last four semesters analyzed, African-Americans persisted at significantly lower rates than White students. Lastly, an analysis of the students who were enrolled in Developmental Education (Remedial) courses suggested that the odds are significantly lower concerning persistence versus their counterparts. However, it must be noted that both Hispanic students and those receiving needs-based financial aid (Pell) attrition was no worse than their counterparts. Based on the complex nature of both the community college student and the unique opportunity for them to live on-campus, additional data is required in order to measure and evaluate whether housing status promotes improved academic persistence. The reported research studies pertaining to community colleges and living on-campus are meager at best. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155442
Book Synopsis Individual and Combined Impact of Institutional Student Support Strategies on First-time, Full-time, Degree-seeking Community College Students by : Kimberly Marrone Beckert
Download or read book Individual and Combined Impact of Institutional Student Support Strategies on First-time, Full-time, Degree-seeking Community College Students written by Kimberly Marrone Beckert and published by . This book was released on 2011 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although U.S. rates of college enrollment among 18-24 year olds have reached historic highs, rates of degree completion have not kept pace. This is especially evident at community colleges, where a disproportionate number of students from groups who, historically, have had low college-completion rates enroll. One way community colleges are attempting to address low completion rates is by implementing institutional interventions intended to increase opportunities for student engagement at their colleges. Utilizing logistic and linear regression analyses, this study focused on community college students, examining the association between participation in institutional support activities and student outcomes, while controlling for specific student characteristics known to impact student success in college. The sample included 746 first-time, full-time, degree-seeking students at a single community college located in the U.S. Southwest. Additional analyses were conducted for the 440 first-time, full-time, degree-seeking students in this sample who placed into at least one developmental education course. Findings indicate that significant associations exist between different types of participation in institutional interventions and various student outcomes: Academic advising was found to be related to increased rates of Fall to Spring and Fall to Fall persistence and, for developmental education students, participation in a student success course was found to be related to an increase in the proportion of course credit hours earned. The results of this study provide evidence that student participation in institutional-level support may relate to increased rates of college persistence and credit hour completion; however, additional inquiry is warranted to inform specific policy and program decision-making at the college and to determine if these findings are generalizable to populations outside of this college setting.
Book Synopsis The Meaning of Persistence for African American Females Attending Urban Community Colleges by : John Glavan
Download or read book The Meaning of Persistence for African American Females Attending Urban Community Colleges written by John Glavan and published by . This book was released on 2010 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purposes of this study were to examine the experiences of African American female students attending urban community colleges, to gain further understanding of how they interpret the meaning of persistence, and to identify the factors that affect their persistence. African American women attending community college in Los Angeles were interviewed on their educational experiences and the meaning of persistence to them. The results of this study will offer researchers and community college leaders a broader and more in-depth perspective into the essence of persistence for African American female students. By focusing on individual students rather than groups of students, the study examines how persistence works in the day-to-day lives of these students. The study expresses these women's concerns and may help make colleges more aware of their needs and issues.The significance of this study is threefold. The first is to help a minority group of students who currently are trying to benefit from a community college education to find a voice so that they can describe their college experiences. The second is to describe, based both on the specific perceptions of the students interviewed as well as insights gained from the study of the relevant literature, the specific impact that urban community colleges have on the persistence of African American female students. The third is to add to the currently limited scholarly literature regarding the persistence of African American female students attending urban community colleges.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Early College Connections by : Sheila Fran Mauppin
Download or read book Early College Connections written by Sheila Fran Mauppin and published by . This book was released on 2012 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nationally, nearly 40% of full-time community college students drop out before the second year, and drop-out rates for part-time students are even more astounding. In 2008, nearly 60% of part-time community college students dropped out before year two. As community colleges embrace President Obama's call for a 50% increase in completion by 2020, it is imperative that community college leaders find ways to retain and graduate students. A number of community and technical colleges utilize the Survey of Entering Student Engagement (SENSE) to quantitatively measure early campus connections. Building on the institutional early connection benchmark score, this study qualitatively describes first-year, persisting, full- and part-time students' perceptions of early campus experiences and the role that early connections play in their decision to persist. The study employs a qualitative research approach via a single case study. Twenty-four, first-year, second semester, consecutively enrolled, full- and part-time students, who mirrored the college's population participated in semi-structured interviews and focus groups. Findings indicate that early connections, as defined by the SENSE were not instrumental in persistence; however, a number of other factors were impactful: academic support; social influences; family support; and academic success. This study may provide information that will enhance the understanding of community college student perceptions related to factors that encourage persistence, and it may provide community colleges that operate within similar conditions, resources, and constraints with useful information as they design early connection strategies.
Book Synopsis Student Success by : Judy Kronenberger
Download or read book Student Success written by Judy Kronenberger and published by . This book was released on 2012 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many first-year seminar courses focus on helping students adjust academically and socially to college life with the intent of increasing persistence and ultimately degree completion. While there is evidence in the literature that these courses positively affect persistence and academic success at universities, research is limited in documenting the effectiveness of these courses at community colleges. This research addressed the deficiency in the literature by examining the effects of a first-year seminar or course at one urban community college. Students who were in college for the first time and took an FY course at Midwest Community College between fall 2006 and spring 2008 were randomly selected for this study. These students were matched to first-time students who did not take the course on variables known to impact persistence and academic success and included age, gender, ethnicity, enrollment status, federal aid eligibility, and pre-enrollment academic ability. Chi square analyses revealed no differences in persistence to the next academic term, however there was a statistically significant difference in yearly persistence for all students, especially part-time and underprepared students. Independent samples t tests showed that although mean cumulative GPA's were higher for students who took the FY course, the differences were not statistically significant. Partial correlation holding academic preparedness and enrollment status constant also revealed no statistically significant differences in final grades in specific gatekeeper courses, English Composition and elementary mathematics.
Download or read book Research in Education written by and published by . This book was released on 1969 with total page 792 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Education, A-E by : University Microfilms, Incorporated
Download or read book Education, A-E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Correlational Study of Perceived Social Support and Academic Self-efficacy of First-generation College Students at the University of Louisiana at Lafayette by : Rebekah R. Dees
Download or read book A Correlational Study of Perceived Social Support and Academic Self-efficacy of First-generation College Students at the University of Louisiana at Lafayette written by Rebekah R. Dees and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of the Teaching of Psychology by : William Buskist
Download or read book Handbook of the Teaching of Psychology written by William Buskist and published by John Wiley & Sons. This book was released on 2008-04-15 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of the Teaching of Psychology is astate-of-the-art volume that provides readers with comprehensivecoverage and analysis of current trends and issues, basicmechanics, and important contextual variables related to effectiveteaching in psychology. Uses concise and targeted chapters, written by leading scholarsin the field, to explore a myriad of challenges in the teaching ofpsychology. Employs a prescriptive approach to offer strategies andsolutions to frequently occurring dilemmas. Covers the gamut of current topics of interest to all currentand future teachers of psychology.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 970 pages. Available in PDF, EPUB and Kindle. Book excerpt:
