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Author: Melissa Moss Young
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 142
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Book Description
Retention of non-traditional college students has been a significant concern for postsecondary institutions, students, their families, and society. This study sought to explore the relationships between grit, academic mindset, first-year GPA, and the perceptions of students related to persistence. Braxton and associates’ Revised Theory of Student Departure in Commuter College and Universities served as the theoretical framework for this study. This study was exploratory, sequential mixed method design, incorporating survey data from 2015 as well as qualitative interview data from 2020 and 2021. Results indicated a negative, moderate relationship between grit scores and mindset scores, a weak, negative relationship between academic mindset and first-year college GPA, a positive, moderate relationship between grit scores and first-year GPA. In addition, participants perceived that having a productive academic mindset, family support, supportive faculty and staff, flexible course offerings, and affordability could be factors influencing their persistence in postsecondary education settings. Given these findings, institutions should consider developing programming to improve faculty and staff support, becoming more family friendly, utilizing intentional and flexible course scheduling, and review costs of obtaining a postsecondary credential and begin to look for more ways in which college might be more affordable.
Author: Melissa Moss Young
Publisher:
ISBN:
Category : Dropouts
Languages : en
Pages : 142
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Book Description
Retention of non-traditional college students has been a significant concern for postsecondary institutions, students, their families, and society. This study sought to explore the relationships between grit, academic mindset, first-year GPA, and the perceptions of students related to persistence. Braxton and associates’ Revised Theory of Student Departure in Commuter College and Universities served as the theoretical framework for this study. This study was exploratory, sequential mixed method design, incorporating survey data from 2015 as well as qualitative interview data from 2020 and 2021. Results indicated a negative, moderate relationship between grit scores and mindset scores, a weak, negative relationship between academic mindset and first-year college GPA, a positive, moderate relationship between grit scores and first-year GPA. In addition, participants perceived that having a productive academic mindset, family support, supportive faculty and staff, flexible course offerings, and affordability could be factors influencing their persistence in postsecondary education settings. Given these findings, institutions should consider developing programming to improve faculty and staff support, becoming more family friendly, utilizing intentional and flexible course scheduling, and review costs of obtaining a postsecondary credential and begin to look for more ways in which college might be more affordable.
Author: Lisa Vance
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
Low college completion rates are an unfortunate reality in the United States. Some researchers have shown that a higher level of grit assisted college students in earning a higher grade point average (GPA) and completing a college credential. My study focused on grit and its relationship to college GPA, course completion rate, and the number of activities and programs participated in during one semester, along with the interaction effects of grit with a growth mindset on GPA and course completion rate through five research questions. A survey was administered to community college students participating in a TRIO Student Support Services Program (SSS), qualifying for the program as low-income, first-generation, and/or students with disabilities. Analysis of the data obtained from the survey helped to answer the research questions using linear regression, standard multiple regression, and correlation. There was little research focusing on the relationship between grit, college GPA, and course completion rates for underserved students in TRIO SSS programs, especially at community colleges, along with few research studies that look at an interaction effect between grit and growth mindset regarding college achievement. This study was unable to provide statistically significant results to show relationships between grit, college GPA, course completion rate, or the number of TRIO SSS services and activities participated in, nor an interaction effect between grit and college completion rate on GPA & completion rate. Limitations and future research recommendations are discussed.
Author: Miguel Gerardo Mendoza Vargas
Publisher:
ISBN:
Category : Correlation (Statistics)
Languages : en
Pages : 163
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Book Description
This study investigated the relationship between four sub-scales scores of the Grit Scale and academic success measured by the end of first-year college grade point average among first generation college students of color to determine whether this relationship is relevant for enhancing the university's admissions process. The Grit Scale is a self-assessment instrument that measures the noncognitive personality trait of grit and includes four sub-scales -Grit Overall (GO), Perseverance of Effort (PE), Consistency of Interest (CI), and Ambition. A convenience sample of 217 first-year college students at a small private Midwestern university participated in this study. Alongside the Grit Scale score, the other independent variables of this study are high school grade point average score and the American College Testing composite score (ACT). The dependent variable is the end of first-year college grade point average (CGPA). Pearson's and Spearman's correlation analyses were utilized to test the research hypotheses. The findings indicate that high school grade point average is strongly correlate with CGPA for both groups of students, ACT is strongly correlated with CGPA for first-generation students of color and moderately correlated among traditional students, and none of the Grit Scale subscales show correlation with CGPA except Ambition that correlated moderately with CGPA of first-generation students of color.
Author: Michael Anthony Rose
Publisher: The New Press
ISBN: 1595587861
Category : Education
Languages : en
Pages : 226
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Book Description
"Shines a light on institutions that are teaching students, young and old, how to rebuild our economy and put America back to work" (President Bill Clinton). It's a statistic that's sure to surprise: Close to forty-five percent of postsecondary students in the United States today did not enroll in college directly out of high school, and many attend only part-time. Following a tradition of self-improvement as old as the Republic, the "nontraditional" college student is becoming the norm. Back to School is the first book to look at the schools that serve a growing population of "second-chancers," exploring what higher education--in the fullest sense of the term--can offer our rapidly changing society and why it is so critical to support the institutions that make it possible for millions of Americans to better their lot in life. In the anecdotal style of his bestselling Possible Lives, Mike Rose crafts rich and moving vignettes of people in tough circumstances who find their way, who get a second . . . or third . . . or even fourth chance, and who, in a surprising number of cases, reinvent themselves as educated, engaged citizens. Rose reminds us that our nation's economic and civic future rests heavily on the health of the institutions that serve millions of everyday people--not simply the top twenty universities listed in U.S. News and World Report--and paints a vivid picture of the community colleges and adult education programs that give so many a shot at reaching their aspirations. "Thoughtful and surprising." --The Washington Post "Inspiring stories of older Americans attending secondary schools." --Kirkus Reviews
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: David W. Franklin (Jr.)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 115
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Book Description
Author: Alayne J. Bowman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
While students have enrolled in college at increased rates since 1996, graduation rates have remained mostly stagnant (NCES, 2022). First-generation Appalachian students, specifically, had lower college completion rates but higher college enrollment rates than their peers (ARC, 2018). Since 2007, researchers have supported the use of non-cognitive behavior traits in predicting college student success rather than traditional cognitive measures and grit has been a consistent success indicator (Bazelais et al., 2017; Duckworth et al., 2007; Kundu, 2014). The purpose of this quantitative study was to investigate first-year students to determine the nature of difference, if any, to grit levels on college first-term GPAs while controlling for demographic variables, the predictability of grit scores on first-term GPAs, and the predictive quality of semester-to-semester enrollment on grit scores for all students and specifically first-generation Appalachian students. In the fall 2022 semester, I surveyed 201 first-year students using the Grit-O scale (Duckworth et al., 2007) at a small private liberal arts college in Tennessee. I found there was a significant difference in students’ fall semester GPAs between grit levels while controlling for Appalachian status and high school GPAs. As grit levels increased, the fall semester GPA increased. Grit scores did not predict fall semester GPAs for first-generation Appalachian students specifically but did predict fall semester GPAs for the entire population. Spring enrollment did not predict grit scores for any first-year students. The results of this study can assist institutions in providing necessary resources to students as grit scores could provide the opportunity for interventions early in the students’ collegiate careers to increase retention, ultimately leading to the completion of a bachelor’s degree.
Author: Kay Best Murphy
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 224
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Book Description
Historically, colleges and universities have used intelligence-based admissions tests to select students who demonstrate the intelligence to succeed academically. These institutions also have employed strategies to help students stay in school and graduate. However, despite tests and support strategies, the National Center for Education Statistics in 2018 reported a six-year completion rate of about 60% of first-time, full-time bachelor's degree-seeking students for the 2010 cohort, including both traditional and online students. One study shows retention in online classes can be 10% to 15% lower than in traditional face-to-face courses (Carr, 2000). Meanwhile, higher education institutions today face increasing pressure to raise graduation rates, which are sometimes linked with state funding. This has inspired administrators and faculty to search for more ways to help admitted students succeed. Angela Duckworth and other researchers contend that intelligence alone does not mean success in long-term goals, like earning a bachelor's degree. Duckworth contends people need Grit - a combination of passion and perseverance. This study set out to determine whether Grit mattered in the academic success of online undergraduate students at the University of Arkansas. It focused on determining whether these students' Grit scores, collected through a survey, correlated to GPA and persistence (enrolling in spring 2019 or graduating in fall 2018). If Grit mattered, the survey could be used as another tool to identify students who needed extra support, before they dropped out of college. The Grit-S survey was administered to all 998 University of Arkansas students identified as studying in online undergraduate degree programs. About 200 responded, identified themselves as studying in online degree programs, and agreed to provide the researcher access to their 2018 fall semester GPA and/or their enrollment status (enrolled or not) in spring 2019. Contrary to many other Grit-based studies, this U of A study showed no statistically significant relation between students' Grit scores and their fall GPA and persistence, when other predictors and covariates were controlled. It appears the Grit survey would not be a useful tool in helping U of A administrators and faculty identify online students who would benefit from additional support.
Author: Nina Shenkle
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 92
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Book Description
Student persistence in higher education has become an increasingly high priority as institutions seek to improve undergraduate completion rates. Traditionally, cognitive abilities such as aptitude and intelligence have been used to measure and predict whether a student will be successful in college. However, there is evidence that noncognitive abilities such as determination or effort are as important and as indicative of success as cognitive abilities. This nonexperimental, causal-comparative study utilized a multivariate analysis of variance to analyze archival data of 832 undergraduate students from a large private university to determine the differences between the overall grit score, perseverance of effort subscore, and consistency of interest subscore of students who persist and those who do not persist. For the purpose of this study, persistence was defined as a first-year undergraduate students’ retention at the institution from the first term to second consecutive term. No significant difference was found between students who persisted and those who did not. The findings indicate the usefulness of measuring college students’ overall grit scores and grit’s subscores in order to determine whether or not they will persist at the institution, and further opportunities are presented in order to accomplish more research on the relation of noncognitive abilities to student persistence at the college level.
Author: Seung Youn Chyung
Publisher: Human Resource Development
ISBN: 1599961369
Category : Business & Economics
Languages : en
Pages : 181
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Book Description
Whether you're studying or practicing in the fields of instructional technology and human performance technology, you need a foundation of knowledge to advance your career. Foundations of Instructional and Performance Technology will provide you with an overview of principles and practices that is clear and easy-to-understand. This new resource does not offer an exhaustive list of topics. Rather the author selected topics with those fairly new to the field in mind and synthesized a wealth of information from many different sources into one concise text. The book starts with a focus on instructional technology, then shifts to human performance technology. With this book, youll have the opportunity to learn about ideas of original thinkers like Edward Thorndike, B. F. Skinner, Benjamin Samuel Bloom and more. Youll also have access to extensive references and user-friendly charts and graphs all designed to help you develop, validate and enhance your practice.
