Social Suport And Community College Student Academic Persistence

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Social Suport and Community College Student Academic Persistence

Author : Debra A. Zavatkay
Publisher :
ISBN 13 : 9781321277821
Total Pages : 588 pages
Book Rating : 4.2/5 (778 download)

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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.

Increasing Persistence

Author : Wesley R. Habley
Publisher : John Wiley & Sons
ISBN 13 : 0470888431
Total Pages : 513 pages
Book Rating : 4.4/5 (78 download)

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Book Synopsis Increasing Persistence by : Wesley R. Habley

Download or read book Increasing Persistence written by Wesley R. Habley and published by John Wiley & Sons. This book was released on 2012-09-04 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.

Social Support Systems as Factors of Academic Persistence for African American, Lower-income, First-year College Students and High School Graduates Not Attending College

Download Social Support Systems as Factors of Academic Persistence for African American, Lower-income, First-year College Students and High School Graduates Not Attending College PDF Online Free

Author : Melody Lynn Carter
Publisher :
ISBN 13 :
Total Pages : 322 pages
Book Rating : 4.:/5 (455 download)

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Book Synopsis Social Support Systems as Factors of Academic Persistence for African American, Lower-income, First-year College Students and High School Graduates Not Attending College by : Melody Lynn Carter

Download or read book Social Support Systems as Factors of Academic Persistence for African American, Lower-income, First-year College Students and High School Graduates Not Attending College written by Melody Lynn Carter and published by . This book was released on 2000 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Status and Trends in the Education of Hispanics

Author : Charmaine Llagas
Publisher :
ISBN 13 :
Total Pages : 196 pages
Book Rating : 4.3/5 (555 download)

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Book Synopsis Status and Trends in the Education of Hispanics by : Charmaine Llagas

Download or read book Status and Trends in the Education of Hispanics written by Charmaine Llagas and published by . This book was released on 2003 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Relationship of First-time-in-college Students' Perceived Social Support to Persistence at a Selected Urban Community College

Author : Monty W. Smith
Publisher :
ISBN 13 :
Total Pages : 402 pages
Book Rating : 4.:/5 (32 download)

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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:

Community and Social Support for College Students

Author : Norman S. Giddan
Publisher : Charles C. Thomas Publisher
ISBN 13 :
Total Pages : 262 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Community and Social Support for College Students by : Norman S. Giddan

Download or read book Community and Social Support for College Students written by Norman S. Giddan and published by Charles C. Thomas Publisher. This book was released on 1988 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Expanding Underrepresented Minority Participation

Author : Institute of Medicine
Publisher : National Academies Press
ISBN 13 : 0309159687
Total Pages : 229 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Expanding Underrepresented Minority Participation by : Institute of Medicine

Download or read book Expanding Underrepresented Minority Participation written by Institute of Medicine and published by National Academies Press. This book was released on 2011-07-29 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority. Expanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training. The book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development.

Social Foundations of Thought and Action

Author : Albert Bandura
Publisher : Prentice Hall
ISBN 13 :
Total Pages : 644 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Social Foundations of Thought and Action by : Albert Bandura

Download or read book Social Foundations of Thought and Action written by Albert Bandura and published by Prentice Hall. This book was released on 1986 with total page 644 pages. Available in PDF, EPUB and Kindle. Book excerpt: Models of human nature and causality; Observational learning; Enactivelearning; Social diffusion and innovation; Predictive knowledge and forethought; Incentive motivators; Vicarious motivators; Self-regulatory mechanisms; Self-efficacy; Cognitive regulators.

Social Support and Communication Interaction Involvement as Predictors of Persistence in Community College Students

Author : Candis Lee Whitecraft
Publisher :
ISBN 13 :
Total Pages : 98 pages
Book Rating : 4.:/5 (254 download)

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Book Synopsis Social Support and Communication Interaction Involvement as Predictors of Persistence in Community College Students by : Candis Lee Whitecraft

Download or read book Social Support and Communication Interaction Involvement as Predictors of Persistence in Community College Students written by Candis Lee Whitecraft and published by . This book was released on 1991 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:

A Sociocultural Roadmap to Academic Achievement: Exploring the Support and Challenges of First-Generation College Students as They Persist in College

Download A Sociocultural Roadmap to Academic Achievement: Exploring the Support and Challenges of First-Generation College Students as They Persist in College PDF Online Free

Author : Sharon Lanre-Orepo
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.5/5 (346 download)

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Book Synopsis A Sociocultural Roadmap to Academic Achievement: Exploring the Support and Challenges of First-Generation College Students as They Persist in College by : Sharon Lanre-Orepo

Download or read book A Sociocultural Roadmap to Academic Achievement: Exploring the Support and Challenges of First-Generation College Students as They Persist in College written by Sharon Lanre-Orepo and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, an increasing number of first-generation college students have pursued higher education. However, previous studies found that these students are significantly more likely to depart before their second year in college and encounter more challenges that impede them from pursuing a college degree. The purpose of the current study is to examine the role of support factors and the academic and social burden associated with first-generation college students in predicting persistence. The study also examined the role of instructor support and academic self-efficacy in predicting college persistence. A total of 145 first-generation college students completed a survey that assessed family support, instructor support, social support, college persistence, college academic self-efficacy, and academic and social burden. Results revealed that instructor support and social support significantly predicted higher college persistence, and that family support and social support significantly predicted lower academic and social burden. The results also demonstrated that academic self-efficacy predicted college persistence after controlling for support factors and that academic self-efficacy mediated the relationship between instructor support and college persistence. These findings indicate that academic self-efficacy is not a rigid personality trait but can be impacted by a student's college experience, particularly the student's relationship with a trusted instructor. Findings from this research can guide institutions of higher education to implement programs and practices to help more first-generation college students realize their academic dreams and goals.

The Influence of Academic and Social Support Systems on the Attitudes of African American Students Towards Academic Persistence

Author : Marissa Ashley Boyd
Publisher :
ISBN 13 :
Total Pages : 160 pages
Book Rating : 4.:/5 (957 download)

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Book Synopsis The Influence of Academic and Social Support Systems on the Attitudes of African American Students Towards Academic Persistence by : Marissa Ashley Boyd

Download or read book The Influence of Academic and Social Support Systems on the Attitudes of African American Students Towards Academic Persistence written by Marissa Ashley Boyd and published by . This book was released on 2016 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brief Literature Review: While environmental factors play a role in a student's institutional retention, student attitude and behavior may be just as significant to retention and degree completion. Exposure and prior knowledge of the social conventions of academia can be instrumental in preparing students for achieving success in a higher education setting (Farkas, 1996). Students who do not have family or friends who have been exposed to higher education cannot pass down the key tools to be academically successful in college. Students identifying as first generation are often from lower socioeconomic backgrounds and encounter decreased levels of family support, lessened college expectations, and lower educational values among parents (McConnell, 2000; Terrenzini, Springer, Yaeger, Pascarella, & Nora, 1996). Statement of the Problem: Institutions looking to promote the academic persistence of African American students may find that traditional retention practices may not work as well with students of color. Student retention is widely based on student engagement, including academic and social involvement with the campus community (Kuh, 2005). Identifying the ways in which academic and social supports effect attitudes of African American students towards academic persistence will allow colleges and universities to enhance existing programs or create programs to include support for students specifically through means of academic and social integration. Methodology: The study used a quantitative method to conduct research on all undergraduate African American students currently enrolled at a diverse university located in California's capital. The study employed an electronic survey, and 103 students participated in the research. Conclusions and Recommendations: African American students' most influential form of support came from themselves, indicating a high level of academic self-efficacy. The study revealed that African American students did not engage in academic and social activities on campus events with much frequency, but there seemed to be a slightly higher rate of academic engagement utilizing social informality than purely social activities between African American students and their peers. Understanding the influence of both academic and social support systems on student success, specifically African American student success, may allow institutions to foster or create support systems in alliance with academic programs.

A Community Research Guide to Student Persistence

Author : Ed D Michael K Blanchard
Publisher :
ISBN 13 :
Total Pages : 70 pages
Book Rating : 4.5/5 (745 download)

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Book Synopsis A Community Research Guide to Student Persistence by : Ed D Michael K Blanchard

Download or read book A Community Research Guide to Student Persistence written by Ed D Michael K Blanchard and published by . This book was released on 2020-11-30 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the United States Department of Education, only 22% of all students who enroll in community colleges complete an associate degree within three years. Only 16% of students at urban community colleges earn a degree in the same time frame. This rate rises to 35% after five years; however, 45% of these degree-seekers drop out and do not graduate. Community college administrators recognize that most of their student population desires to earn a degree, but many lack the knowledge, skills, and support to complete college. For example, only 68% of students enroll in a 2-year or 4-year course program in post-secondary institutions upon completing their high school studies. Very few community college students graduate, and the completion rate of those who enroll in 2-year institutions was found to be only 30%. This low graduation rate is related to the college readiness of the learner prior to enrollment. Thus, community college faculty and administrators agree that addressing the problems of academically unprepared students and the developmental programs intended to help those students need to be essential components of any framework for understanding and improving community college persistence. This guide serves to empower college students and their families to improve their outcomes over the course of their academic careers.

Retention, Persistence and Supports for Students in English-as-a-Second-Language Classes at Community Colleges

Author : Beverly L. Barksdale
Publisher :
ISBN 13 :
Total Pages : 114 pages
Book Rating : 4.:/5 (111 download)

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Book Synopsis Retention, Persistence and Supports for Students in English-as-a-Second-Language Classes at Community Colleges by : Beverly L. Barksdale

Download or read book Retention, Persistence and Supports for Students in English-as-a-Second-Language Classes at Community Colleges written by Beverly L. Barksdale and published by . This book was released on 2019 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-methods study was to explore retention data of students in required ESL classes at three community colleges in southeastern Pennsylvania: completion and success rates, and description of students’ perceptions regarding levels of academic, social and personal support in and outside of college that lead to persistence. Numerous researchers point out that students enroll in ESL classes at community colleges to improve language competency, to gain employment, or to prepare for college-level classes (Belcher, 1988; Conway, 2010; Henderson, 2009; Janis, 2013; Rodriguez-Garcia, 2014; Szelenyi & Chang, 2002; Zisel, 2018). This research study explores the perceptions of academic, personal and social support that students in ESL classes at community colleges receive to assist their persistence, which fills a gap in the research. Enrollment and retention data was collected from community college administrators. The survey for this research study posed a series of eight dichotomous demographic which allowed for two possible values. The demographic questions were asked to obtain information about research participants. In addition to demographic questions, the survey posed 21 Likert-Type scale survey questions with interval-level responses. The researcher obtained qualitative data from community college public websites to compare and contrast support services available to ELLs. The students at Community College A felt that expectations from society were less of a motivating factor than students from the other two community colleges. Future goals and employment were ranked as the highest motivating factors across all three colleges to encourage persistence among ELLs. Library services, academic computer centers, and learning lab support services were ranked as the highest academic programs and services to motivate student persistence. However, the library and computer center are services that do not require social interaction. Students selected family and friends as two of the social factors that motivated their academic success.

Investigating the Relationships Between College Student Mental Health, Risk Perception, Protective Factors, and Academic Persistence in Responding to the COVID-19 Pandemic

Download Investigating the Relationships Between College Student Mental Health, Risk Perception, Protective Factors, and Academic Persistence in Responding to the COVID-19 Pandemic PDF Online Free

Author : Yusen Zhai
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (125 download)

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Book Synopsis Investigating the Relationships Between College Student Mental Health, Risk Perception, Protective Factors, and Academic Persistence in Responding to the COVID-19 Pandemic by : Yusen Zhai

Download or read book Investigating the Relationships Between College Student Mental Health, Risk Perception, Protective Factors, and Academic Persistence in Responding to the COVID-19 Pandemic written by Yusen Zhai and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The COVID-19 pandemic has upended a plethora of lives worldwide. Students enrolled in institutions of higher education are not immune to the significant impact of the pandemic, encountering myriads of challenges that lead to poor mental health and academic persistence. The pandemic has also created a disproportionate impact on marginalized students, such as racial, ethnic, and sexual minority students as well as students with disabilities, amplifying inequalities in a time of crisis. Constructs investigated, in this study, included the relationships of college students' risk perception of COVID-19, mental health, protective factors (optimism, help-seeking, social support), and academic persistence in response to the COVID-19 pandemic among 1051 college students, including racial, ethnic, and sexual minority students, students with disabilities, international students, and first-generation college students, from various higher education institutions across the United States. Also examined was the risk perception of COVID-19, mental health, protective factors, and academic persistence in different demographic groups of college students in response to the pandemic, shedding light on the disproportionate impact of the pandemic on marginalized college students in the United States. Results from structural equation modeling revealed that both risk perception of COVID-19 and mental health contributed to academic persistence directly and indirectly through protective factors. The greater risk perceptions of COVID-19 were associated with higher levels of academic persistence among college students. Risk perception of COVID-19 and mental health were found to be negatively associated. Results showed that optimism did not mediate the effect of risk perception on help-seeking behaviors but did fully mediate mental health effects on help-seeking behaviors, suggesting that individuals with higher levels of optimism may not underestimate the risk of the infectious disease and thus reduce health-related behaviors. Findings highlighted the fundamental role of social support in mitigating the deleterious effects of the pandemic to promote academic persistence. Findings from this study also provided empirical evidence for the first time, suggesting the positive effects of risk perception of COVID-19 on protective behaviors as well as academic persistence in U.S. college students. Results from the independent sample t-test revealed that marginalized students were disproportionately affected during the COVID-19 pandemic. Racial, ethnic, and sexual minority students and students with disabilities demonstrated less academic persistence, mental health, and social support compared with their peers; meanwhile, they were more likely than their peers to perceive greater risk of COVID-19. The results from structural equation modeling and t-test provided empirical evidence and implications that inform strategic plans at the individual, institutional, community, and policy levels to mitigate the detrimental effects of COVID-19 on college students. Specific implications for higher education leadership, faculty, administrators and stakeholders, mental health providers, professional counselors (e.g., mental health and career counselors), and counselor educators are discussed.

Handbook of the Teaching of Psychology

Author : William Buskist
Publisher : John Wiley & Sons
ISBN 13 : 1405150122
Total Pages : 376 pages
Book Rating : 4.4/5 (51 download)

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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.

Transformations and Self Discovery

Author : Cathy Stone
Publisher : Common Ground Publishing
ISBN 13 : 9781612290300
Total Pages : 110 pages
Book Rating : 4.2/5 (93 download)

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Book Synopsis Transformations and Self Discovery by : Cathy Stone

Download or read book Transformations and Self Discovery written by Cathy Stone and published by Common Ground Publishing. This book was released on 2012 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Rethinking College Student Retention

Author : John M. Braxton
Publisher : John Wiley & Sons
ISBN 13 : 1118415663
Total Pages : 166 pages
Book Rating : 4.1/5 (184 download)

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Book Synopsis Rethinking College Student Retention by : John M. Braxton

Download or read book Rethinking College Student Retention written by John M. Braxton and published by John Wiley & Sons. This book was released on 2013-10-21 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on studies funded by the Lumina Foundation, the nation's largest private foundation focused solely on increasing Americans' success in higher education, the authors revise current theories of college student departure, including Tinto's, making the important distinction between residential and commuter colleges and universities, and thereby taking into account the role of the external environment and the characteristics of social communities in student departure and retention. A unique feature of the authors' approach is that they also consider the role that the various characteristics of different states play in degree completion and first-year persistence. First-year college student retention and degree completion is a multi-layered, multi-dimensional problem, and the book's recommendations for state- and institutional-level policy and practice will help policy-makers and planners at all levels as well as anyone concerned with institutional retention rates—and helping students reach their maximum potential for success—understand the complexities of the issue and develop policies and initiatives to increase student persistence.