Predictive Factors of Non-traditional Student Persistence PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Predictive Factors of Non-traditional Student Persistence PDF full book. Access full book title Predictive Factors of Non-traditional Student Persistence by Janet K. Robinson. Download full books in PDF and EPUB format.
Author: Janet K. Robinson
Publisher:
ISBN:
Category : Nontraditional college students
Languages : en
Pages : 278
Get Book Here
Book Description
Author: Janet K. Robinson
Publisher:
ISBN:
Category : Nontraditional college students
Languages : en
Pages : 278
Get Book Here
Book Description
Author: Lauren Remenick Maroon
Publisher:
ISBN:
Category :
Languages : en
Pages : 117
Get Book Here
Book Description
Nontraditional students are increasingly more common in higher education but have lower persistence rates than their traditional peers. While educational researchers have developed several models to predict college persistence using both cognitive (e.g. entrance exam scores) and noncognitive (e.g. academic motivation) factors, most of these models were created for traditional students. The psychosociocultural (PSC) model was created to better predict academic outcomes specifically for underrepresented students using psychological, social, and cultural factors. However, the PSC model has never been used to study nontraditional students. To address these limitations, this study used the PSC model to predict the persistence of traditional and nontraditional undergraduate students at a large public research university. Students were considered nontraditional if they were 25 or older; worked an average of 30 or more hours a week; had children; or were enrolled part-time for the majority of the spring, summer, and fall semesters in 2019. It was hypothesized that (1) nontraditional students will have lower rates of persistence than traditional students; (2a) psychological, social, and cultural dimensions will predict persistence among all students; (2b) nontraditional students will have stronger relationships between the three PSC dimensions and persistence than traditional students; (3a) loneliness, self-efficacy, support from family and friends, comfort on campus, and sense of belonging will predict persistence among all students; and (3b) nontraditional students will have stronger relationships between the six variables of the PSC model and persistence than traditional students.
Author: Alfred Rovai
Publisher: Elsevier
ISBN: 1780631626
Category : Education
Languages : en
Pages : 267
Get Book Here
Book Description
The purpose of this book is to increase understanding of the major theories, issues, challenges, and solutions related to online distance education. It balances practical advice with a description of the theoretical and research-based underpinnings for the culturally-responsive strategies presented. An important integrating theme is the impact of globalization and internationalization on all aspects of distance education. Consequently, the book examines the implications of global reach and cross-border education and promotes the integration of global learning in academic programs. - Addresses the global reach of distance education and associated cultural, linguistic, and accreditation issues - Describes the latest online learning technologies, e.g., blogs, wikis, podcasting, mobile learning, virtual worlds, etc. - Addresses the culture of higher education and forces that are moving higher education in new directions, e.g., academic capitalism, consumerism, and competition among non-profit, for-profit, and corporate universities
Author: Marcia Smith Burns
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 200
Get Book Here
Book Description
Author: Terence Hicks
Publisher: University Press of America
ISBN: 0761857796
Category : Education
Languages : en
Pages : 309
Get Book Here
Book Description
This groundbreaking book edited by Terence Hicks, a quantitative research professor, and Abul Pitre, a qualitative research professor, builds upon the usefulness of each research method and integrates them by providing valuable findings on a diverse group of college students. This book provides the reader with a mixture of quantitative and qualitative research studies surrounding nine chapters on African American, first-generation, undecided, and non-traditional college students. Drawing from major quantitative and qualitative theoretical research frameworks found in multicultural education, Research Studies in Higher Education is a must-read. The chapter authors provide important recommendations for university administrators, faculty, and staff in supporting the academic, personal, and social adjustment of college life for African American, first-generation, undecided, and non-traditional college students. The book contributes greatly to the research literature regarding the role that educational leaders have in educating multicultural college students.
Author: Jennings, Charity L. B.
Publisher: IGI Global
ISBN: 1799867641
Category : Education
Languages : en
Pages : 300
Get Book Here
Book Description
With the increasing share of adult and non-traditional students in the higher education student body, higher education faculty and administrators must ensure that the design of programs, courses, and student services support the success of all students. The needs and wants of these adult and non-traditional learners will differ, and it is important that research helps advance the understanding of these students to increase their success, acclimation, and experience in institutions. Ensuring Adult and Non-Traditional Learners’ Success With Technology, Design, and Structure is designed to provide higher education professionals with current research and research-based best practices for ensuring student success for adult learners and non-traditional students. The research presented in this book will help ensure that programs, courses, and student services are designed and implemented in a manner that supports student success for all learners in the institution. Chapters include research on student motivation, program design, educational technology, student engagement, and more. This book is intended for post-secondary administrators, faculty, teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in relevant educational services for adult learners and non-traditional students.
Author: Black, Ruth Claire
Publisher: IGI Global
ISBN: 1522529993
Category : Education
Languages : en
Pages : 377
Get Book Here
Book Description
Student retention has become a difficult issue within higher education. As such, it is imperative to examine the causes, as well as provide educators with strategies to implement to improve retention rates. Critical Assessment and Strategies for Increased Student Retention is a pivotal reference source for the latest progressive research on a variety of current student success and attendance perpetuation issues. Featuring a broad range of coverage on a number of perspectives and topics, such as academic performance, counseling, and culture, this publication is geared towards practitioners, academicians, and researchers interested in understanding the difficulties with maintaining student retention.
Author: Holly E. Norton
Publisher:
ISBN: 9781124417370
Category : Academic achievement
Languages : en
Pages : 196
Get Book Here
Book Description
Author: Cathy Stone
Publisher: Common Ground Publishing
ISBN: 9781612290300
Category : Education
Languages : en
Pages : 110
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 123
Get Book Here
Book Description
The purpose of this study was to explore factors that predict the persistence of international, non-immigrant students in higher education. A sample of international students from a four-year private university in Georgia served as the focused population for this study. Persistence research asserts that six factors predict persistence: academic integration, social integration, support services satisfaction, degree commitment, institutional commitment, and academic conscientiousness. These six predictor variables were measured via the College Persistence Questionnaire (CPQ). However, cultural intelligence (CQ) is another predictive factor that merited consideration for the unique population of international students. The Cultural Intelligence Scale (CQS) quantifies CQ and the corresponding subscales of cognitive CQ, metacognitive CQ, motivational CQ, and behavioral CQ. Data from both instruments were obtained from the sample of students identified (N=109). A hierarchical logistic regression was performed on the data acquired. The results of the analysis determined that there was not a statistically significant predictive relationship between the predictor variables (CPQ and CQS) and the criterion variable, persistence, operationalized as continued enrollment from one academic term to the next. However, an additional regression analysis determined that there was a statistically significant predictive relationship between cultural intelligence (CQ) and the student’s College Persistence Questionnaire (CPQ) score.
