The Role Of Stress In The Persistence Intentions Of Nontraditional Community College Students PDF Download
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Author:
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ISBN:
Category :
Languages : en
Pages : 436
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Book Description
This study examined the role of stress in the persistence intentions of nontraditional community college students by surveying 244 students and interviewing 22 students at a single campus of an urban community college in the Southwest. All participants completed a demographic questionnaire, the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983), and the Intention to Leave Questionnaire (DeLuca, 2004). From the survey group, 10 students reporting high levels of perceived stress and high intent to leave college, and 12 students reporting high perceived stress and low intent to leave college were selected for in-depth interviews. Interviews explored the stressors of traditional (ages 18-24) and nontraditional (ages 25 and older) students, compared ways high and low intent to leave college students differentially perceived and coped with stress, and examined participant knowledge and utilization of institutional support services. Survey results revealed significant differences in perceived stress between high and low intent to leave college students, and between female and male students. No significant differences were found between traditional and nontraditional students on the measure of perceived stress. Stressors for traditional and nontraditional community college students were found to be largely similar and related to external demands. Interviews revealed differences in the ways high and low intent students perceived and managed stress; with low intent students appraising stress as more ofa challenge and coping through greater utilization of social support and problem-focused coping strategies, while high intent participants perceived stress as more of a threat and were more likely to report coping deficiencies and greater use of maladaptive strategies. Low intent students were highly committed to completing college despite their stress, whereas high intent students had weak goal commitment and considered leaving college to reduce stress and attend to external demands. Most participants had little knowledge of, or desire to utilize stress support services offered by the community college. The findings suggest the importance of considering appraisals of stress and ways of coping in research on the role of stress in persistence decisions. This study led to the development of eight propositions designed for further testing by community college researchers and practitioners.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 436
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Book Description
This study examined the role of stress in the persistence intentions of nontraditional community college students by surveying 244 students and interviewing 22 students at a single campus of an urban community college in the Southwest. All participants completed a demographic questionnaire, the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983), and the Intention to Leave Questionnaire (DeLuca, 2004). From the survey group, 10 students reporting high levels of perceived stress and high intent to leave college, and 12 students reporting high perceived stress and low intent to leave college were selected for in-depth interviews. Interviews explored the stressors of traditional (ages 18-24) and nontraditional (ages 25 and older) students, compared ways high and low intent to leave college students differentially perceived and coped with stress, and examined participant knowledge and utilization of institutional support services. Survey results revealed significant differences in perceived stress between high and low intent to leave college students, and between female and male students. No significant differences were found between traditional and nontraditional students on the measure of perceived stress. Stressors for traditional and nontraditional community college students were found to be largely similar and related to external demands. Interviews revealed differences in the ways high and low intent students perceived and managed stress; with low intent students appraising stress as more ofa challenge and coping through greater utilization of social support and problem-focused coping strategies, while high intent participants perceived stress as more of a threat and were more likely to report coping deficiencies and greater use of maladaptive strategies. Low intent students were highly committed to completing college despite their stress, whereas high intent students had weak goal commitment and considered leaving college to reduce stress and attend to external demands. Most participants had little knowledge of, or desire to utilize stress support services offered by the community college. The findings suggest the importance of considering appraisals of stress and ways of coping in research on the role of stress in persistence decisions. This study led to the development of eight propositions designed for further testing by community college researchers and practitioners.
Author: Debra A. Zavatkay
Publisher:
ISBN: 9781321277821
Category : Community college students
Languages : en
Pages : 588
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Book Description
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.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 568
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Book Description
Author: Janice M. Zimmer
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 372
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Author: Amy M. Slater
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Marlaine K. Hillard
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 282
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Author: Alfred Rovai
Publisher: Elsevier
ISBN: 1780631626
Category : Education
Languages : en
Pages : 267
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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: Debra Stagman
Publisher:
ISBN:
Category :
Languages : en
Pages : 42
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Book Description
The academic demands of college can be strenuous. Nontraditional students in particular may be at risk for role conflict and overload. This study examines levels of academic stressors and reactions to stressors between traditional and nontraditional undergraduate college students in order to investigate the relationships between academic stress, time management behaviors and overall psychological adjustment between the two groups. Participants completed Gadzella's (1991) Student-Life Stress Inventory, Time Management Behaviors Scale (Macan, Shahani, Dipboye, & Phillips, 1990) and the Symptom Checklist-90 Revised (Derogatis, 1994). Results reveal significant differences between traditional and nontraditional students on a subscale of the Time Management Behavior Scale measuring the ability to set goals and prioritize. Additionally, a marginally significant difference between traditional and nontraditional students was found on another subscale of the Time Management Behavior Scale measuring the mechanics of time management. These results indicate students who maintain multiple life-roles and responsibilities in addition to their role of college student are better at identifying and setting goals that need to be accomplished and prioritizing the tasks required to meet these goals. Furthermore, these students may be more adept at the mechanics involved with time management such as making list and scheduling activities in advance.
Author: Ed D Michael K Blanchard
Publisher:
ISBN:
Category :
Languages : en
Pages : 70
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Book Description
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.
Author: José E. Vélez Otero
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 171
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Book Description
The purpose of this interpretative phenomenological analysis was to investigate the experience of persistence on the part of work-study students at a Northeastern community college. The construct of resilience provided the conceptual framework through which the collected data were analyzed. The broad question informing this investigation was how do work-study students understand the experiences that influence their decision to persist at a community college. Data from one-on-one interviews served as the main source of information, followed by observations made by the researcher and information from the college's Banner Data System. Each participant's account was analyzed individually. From the preliminary tables, a main chart was created that contained four superordinate themes with 10 nested themes. Data were validated against the participants' transcripts and participant's feedback. The research findings over all revealed that their persistence was influenced by the way they strengthened their resiliency as they developed the mechanisms required to cope with stress, engage in what they sensed as welcoming environments, develop personal and professional identities, and acquire time-management skills. These findings suggest that to improve campus persistence among adult populations at this particular community college, similar work opportunities should be made available to more students. Higher-education institutions, by finding alternative ways to fund on-campus work, should ensure that student jobs are paired with individuals' areas of study and take place at culturally inclusive work locations where they can feel connected with both supervisors and peers and can experience professional growth. Future research might include a multi-community-college study with a larger sample size, other extra-curricular groups, and additional factors influencing students to drop out despite participation in work-study.
