Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Academic self-efficacy, academic integration, social integration, and persistence among first-semester community college transfer students at a four-year institution.

Author: Luisa M. Havens
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 242

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Book Description
This study was conducted at a medium-sized, residential, Research II, land-grant institution located in the inland Pacific Northwest region of the United States. The study population consisted of sixty freshmen admitted provisionally (did not meet the regular academic admission criteria) for the fall 2005 semester. The data were collected using three survey instruments containing two scales, the Perceived Academic Self-Efficacy Scale (PASES) and the Academic Integration Scale (AIS). Two logistic regression models, one with pre-entry variables, and another with post-entry variables were calculated to determine if any of the subject variables in the models predicted student persistence into the sophomore year. The pre-entry model containing four variables (ACT composite score, high school GPA, ethnicity, and first generation status) correctly classified 63.3% of the cases. The post-entry model considered four variables: academic major status, CAMP program participation, total credits attempted and cumulative GPA. The model correctly classified 81.7% of the cases. There were significant differences (z[barbelow]=- 2.896, p[barbelow]=.004.) in the mean scores of the perceived self-efficacy index between the first and second administration of the PASES for the sixteen students who completed both instruments. The relationship between participants' perceived academic self-efficacy, as measured by the second administration of the PASES, and their level of academic integration, as measured by the first administration of the AII, was explored using Spearman's Rank Order Correlation. There was a strong positive correlation between the two indexes, r=.579, n=16, p=

Author: Gregory Martin Bouck
Publisher:
ISBN:
Category :
Languages : en
Pages : 390

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Book Description
American students are increasingly beginning higher education pursuits at community colleges before transferring to four-year universities. The purpose of this study was to identify differences in persistence rates between those students who participated in a transfer transition program and those who did not. The researcher adopted a mixed-methods modified replication research design that utilized the quantitative methodology of the original study being replicated, and extended findings with individual perspectives gained through qualitative inquiry. The study examined one cohort of community college transfer students who matriculated at a four-year university in the fall of 2010. Findings revealed that participation in the transition program investigated in this study had seemingly little effect on the persistence rates of transfer students. However, the study identified factors beyond transfer transition program participation that influenced student persistence. Personal interviews of community college transfer students revealed that precollege characteristics, academic integration, and social involvement and their related concepts of relationship building, course design, and learning communities each aided in student retention and persistence. Institutions of higher learning may utilize these findings in an effort to increase transfer student persistence.

Author: Terence Hicks
Publisher: University Press of America
ISBN: 0761862706
Category : Social Science
Languages : en
Pages : 273

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Book Description
College Student Self-Efficacy Research Studies offers three uniquely designed sections that provide a unique mixture of research studies conducted on African American, Mexican American, and first-generation college students. This book explores a variety of factors affecting a diverse group of college students including institutional commitment, college adjustment, and social and academic self-efficacy barriers.

Author: Michele S. Maddox
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 262

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Author: Yi-Jiun Pan
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 320

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Book Description
For the past several decades, factors leading to success in postsecondary education have been a target of investigation by psychologists and psychological and educational researchers. Tinto's integration theory (1975, 1987, 1993) is a dominant sociological perspective in studying college student success, especially student persistence. Academic integration and social integration are the two core concepts in his theoretical framework. According to this framework, the better students academically and socially integrate into college systems, the more likely they experience success in college. The main purpose of this study was to examine the effect of academic integration and social integration on college student success by employing systematic review and meta-analysis techniques. The results indicated that academic integration and social integration have a positive relationship with each other and with college student commitment and success. Compared to academic integration and social integration, commitment has a larger relationship with college student success however. The conceptualization of commitment in the studies is the moderator of effects such that measures of institutional commitment yielded larger effects than did measures of goal commitment. As for the student success behaviors, academic integration and social integration have larger effects on student persistence than student academic performance. In general, Tinto's theory could be applied equally to students in both two year and four year institutions. However, the relationships were stronger in two year than in four year institution, although only statistically significantly so for two of the six tested paths. The patterns of influences were somewhat different between two-year and four-year institutions. The results of this review could help student affairs practitioners to identify which components of Tinto's theory are more important and focus their resources on the target programs. Further, the somewhat different results of two-year and four-year institutions remind student affairs to understand their student populations when they create programs and policies to support student success.

Author: Vaughn Toland
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838386522
Category :
Languages : en
Pages : 64

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Book Description
This research study was conducted to find out more about the factors that affect the integration of, specifically, community college transfer students at a large, urban four-year college. Three focus groups were conducted to gain insight into transfer student experiences and to determine what factors influence their integration at the college. The information and experiences they shared led to the development of the following main themes: negotiation, connecting, and student initiative. In addition, the students in the study offered advice on what services could be provided to better integrate them into the college.

Author: Greta N. Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 416

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Author: Benjamin Stoner
Publisher:
ISBN:
Category :
Languages : en
Pages : 63

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Book Description
Research reveals how rarely community college transfer students graduate in six years, following transfer to a four-year institution. The percentage is especially troubling when compared to students who chose to start their collegiate journeys at a four-year institution. This project begins by describing the transfer student population, highlighting students transitioning from a two-year institution to a four-year institution, and explaining why this expanding student population struggles to graduate within six years compared to the native student population. To understand this dilemma, this project addresses three key factors that negatively affect college transfer students and lengthen transfer students’ time to degree completion. First discussed is the favoritism of native students, particularly focusing on the student orientations offered. Next discussed are the difficult semesters following the transfer in those cases that are described as having an ?awkward fit.? The relationship and academic challenges often labeled ?transfer shock? constitute the final factor that negatively impacts college transfer students and their time to degree completion. To combat these challenges, transfer students need particular support and this project details how academic advisors, particularly those working at community colleges, can utilize social media as a tool to communicate and help prepare students to successfully integrate into a four-year institution; thus, hastening degree completion.

Author: Christina L. Irizarry
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
Those from marginalized populations, many of whom are first-generation college students (FGCS), often face barriers to accessing secondary education (Pitre & Pitre, 2009). Additionally, when students from such groups do successfully enroll in post-secondary educational opportunities, their graduation rates remain low (DeAngelo, Franke, Hurtado, Pryor & Tran, 2011; Engle, 2007). At the same time, there appears to be a correlation between positive social and academic assimilation, family support, and college success (Falcon, 2015). One promising intervention aligned with the goal of fostering social integration for FGCS and the focus of this research, is a living-learning community (LLC). LLCs are college living communities in which students have access to faculty and professional staff as well as opportunities to bond with their peers. The purpose of this study was to identify the role LLCs had on one group of FGCS’ transition to their next academic year in relation to feeling socially and academically integrated on their campus and to help professionals in higher education understand how critical it is for first-generation college students to find a sense of belonging on their campus. This study’s qualitative results illuminated how the LLC model provided a bridge between students’ academic and non-academic lives, addressing specific learning focus and enhancing their university experience. It also provided the students with a space for intentional support on how they can better integrate in their college.