An Investigation of Cognitive and Non-cognitive Variables that Affect Student-athlete Graduation and Retention 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 An Investigation of Cognitive and Non-cognitive Variables that Affect Student-athlete Graduation and Retention PDF full book. Access full book title An Investigation of Cognitive and Non-cognitive Variables that Affect Student-athlete Graduation and Retention by Lisa D. Campos. Download full books in PDF and EPUB format.
Author: Lisa D. Campos
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 212
Get Book Here
Book Description
Colleges and universities continue to be held to accountability measures typically related to student graduation rates. Intercollegiate athletic programs are not immune to such accountability measures. For instance, in recent years the National Collegiate Athletic Association adopted the Academic Progress Rate, which holds institutions accountable for the graduation, retention, and eligibility status of its student-athletes. It is the moral obligation of intercollegiate administrators to ensure student-athletes are receiving a quality education culminating in graduation. The recent climate of higher education makes it critical to examine the variables which influence graduation and retention of student-athletes. This study examined student-athletes who entered the University of Texas at El Paso from 1998 to 2001. Using logistic regression analyses, pre-college, demographic, and college variables were investigated to determine which variables influence student-athlete graduation and retention. The independent variables used were: high school core grade point average, scholastic aptitude test score, high school class percentile, ethnicity, gender, parent income level, first semester college grade point average, first year college grade point average, scholarship status, eligibility status, and sport played. Results of the study show, when compared to all other variables, the two most significant variables that predict student-athlete graduation and retention are eligibility status and first-semester grade point average.
Author: Lisa D. Campos
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 212
Get Book Here
Book Description
Colleges and universities continue to be held to accountability measures typically related to student graduation rates. Intercollegiate athletic programs are not immune to such accountability measures. For instance, in recent years the National Collegiate Athletic Association adopted the Academic Progress Rate, which holds institutions accountable for the graduation, retention, and eligibility status of its student-athletes. It is the moral obligation of intercollegiate administrators to ensure student-athletes are receiving a quality education culminating in graduation. The recent climate of higher education makes it critical to examine the variables which influence graduation and retention of student-athletes. This study examined student-athletes who entered the University of Texas at El Paso from 1998 to 2001. Using logistic regression analyses, pre-college, demographic, and college variables were investigated to determine which variables influence student-athlete graduation and retention. The independent variables used were: high school core grade point average, scholastic aptitude test score, high school class percentile, ethnicity, gender, parent income level, first semester college grade point average, first year college grade point average, scholarship status, eligibility status, and sport played. Results of the study show, when compared to all other variables, the two most significant variables that predict student-athlete graduation and retention are eligibility status and first-semester grade point average.
Author: April A. Brecht
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 232
Get Book Here
Book Description
Author: Bryce David Young
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 498
Get Book Here
Book Description
Author: Tyler Yelk
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 40
Get Book Here
Book Description
Student athletes face a unique set of challenges when pursuing both academic and athletic goals simultaneously. These challenges are aggregated from a variety of sources, both external and internal. Many of the issues facing student athletes are cognitive factors, however, the author chose to target a less researched area and looked at the non-cognitive factors affecting student athlete academic performance. The research was conducted at a Midwestern university, which competed with a Division II affiliation. The institution was selected due to its unique combination of highly competitive athletics and high academic standards. The research aimed to discover if there was a presence of negative stereotypes and an awareness of non-cognitive factors influencing student athletes' academic experience.
Author: William Sedlacek
Publisher: Taylor & Francis
ISBN: 1000981282
Category : Education
Languages : en
Pages : 264
Get Book Here
Book Description
Co-published in association with Big Picture Learning.Measuring Noncognitive Variables: Improving Admissions, Success, and Retention for Underrepresented Students is written for admissions professionals, counselors, faculty and advisers who admit, teach, or work with students during the admissions process and post-enrollment period. It brings together theory, research and practice related to noncognitive variables in a practical way by using assessment methods provided at no cost. Noncognitive variables have been shown to correlate with the academic success of students of all races, cultures, and backgrounds. Noncognitive variables include personal and social dimensions, adjustment, motivation, and student perceptions, rather than the traditional verbal and quantitative areas (often called cognitive) typically measured by standardized tests.Key Features include:* Models that raise concepts related to innovation, diversity and racism in proactive ways* Examples of admission and post-enrollment applications that show how schools and programs can use noncognitive variables in a variety of ways * Additional examples from foundations, professional associations, and K-12 programs* An overview of the limitations of traditional assessment methods such as admission tests, grades, and courses takenEducation professionals involved in the admissions process will find this guide effectively informs their practice. This guide is also appropriate as a textbook in a range of courses offered in Higher Education and Student Affairs Masters and PhD programs.
Author: Bruce W. Cunningham
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 302
Get Book Here
Book Description
Author: Alan Seidman
Publisher: Routledge
ISBN: 1351842919
Category : Psychology
Languages : en
Pages : 218
Get Book Here
Book Description
Student retention continues to be a vexing problem for all colleges and universities. In spite of the money spent on creating programs and services to help retain students until they achieve their academic and personal goals, and graduate, the figures have not improved over time. This is particularly true for minority students, who have a greater attrition rate than majority students. Demographic information shows that the minority population in the United States is growing at a faster rate than the majority. It is imperative that educational institutions find ways to help improve retention rates for all students but particularly minority students. Retention rates should not differ appreciably among different racial/ethnic groups."The Journal of College Student Retention: Research, Theory and Practice" is the only scholarly, peer-reviewed journal devoted solely to college student retention. It has published many articles on minority student retention, and this topic continues to garner much attention. This book is a compilation of the very best of these articles, selected on the basis of reviews by a cadre of experts in the education field. The articles discuss African American, Latino/Latina, Asian and Asian Pacific, Native American, and biracial students, and institutional commitments to retaining a diverse student population. For those interested in this vital area, the collection will teach and inspire them to achieve greater heights and pay additional attention to retaining minority students in our colleges and universities.
Author: Theodore S. Ransaw
Publisher: MSU Press
ISBN: 1628953411
Category : Social Science
Languages : en
Pages : 818
Get Book Here
Book Description
Drawing from the work of top researchers in various fields, The Handbook of Research on Black Males explores the nuanced and multifaceted phenomena known as the black male. Simultaneously hyper-visible and invisible, black males around the globe are being investigated now more than ever before; however, many of the well-meaning responses regarding media attention paid to black males are not well informed by research. Additionally, not all black males are the same, and each of them have varying strengths and challenges, making one-size-fits-all perspectives unproductive. This text, which acts as a comprehensive tool that can serve as a resource to articulate and argue for policy change, suggest educational improvements, and advocate judicial reform, fills a large void. The contributors, from multidisciplinary backgrounds, focus on history, research trends, health, education, criminal and social justice, hip-hop, and programs and initiatives. This volume has the potential to influence the field of research on black males as well as improve lives for a population that is often the most celebrated in the media and simultaneously the least socially valued.
Author: Janet Cain Moore
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 188
Get Book Here
Book Description
The purpose of this research was to explore a range of predictor variables believed to influence the academic success of student-athletes as measured by cumulative grade point averages (CGPA) and academic progress rates (APR). This study included 210 scholarship student-athletes participating in intercollegiate athletics at a National Collegiate Athletic Association (NCAA) limited-resource institution. Multiple regression analysis found standardized test scores (Test), high school core grade point averages (HSGPA), the Will composite scale of the Learning and Study Strategies Inventory, 2nd Edition (LASSI-II), gender, and generational status (i.e. first-generation or non-first-generation) to be most predictive of student-athlete cumulative grade point averages (CGPA). Independent t-tests were conducted on all predictor variables in the study and found significant differences between males and females on the variables of HSGPA, Test, and CGPA with female student-athletes scoring higher on all of these measures. Significant differences were also found between first-generation and non-first-generation student-athletes on variables of HSGPA, Test, Skill, Will, and CGPA with non-first-generation student-athletes scoring higher on all of these measures. Student-athletes participating in non-revenue sports had significantly higher scores on the HSGPA, Test, and CGPA variables. Logistic regression analyses using found standardized test scores to be the only predictor variable in this study to consistently contribute to the prediction of APR point loss.
Author: Kai'Iah A. James
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation study examines the impact of traditional and non-cognitive variables on the academic prediction model for a sample of collegiate student-athletes. Three hundred and fifty-nine NCAA Division IA male and female student-athletes, representing 13 sports, including football and men's and women's basketball provided demographic information (i.e., race, academic classification, gender, scholarship status) and provided responses to the Academic Communication Anxiety Test instrument. The Associate Athletic Director for Student-Athlete Services provided precollege and college academic information (high school GPA, SAT/ACT score, collegiate GPA) and this information along with data provided by the participants was entered into a multiple regression analysis. The purpose of the study was to determine which variables predicted student-athlete college GPA and if participation in a revenue-generating versus a nonrevenue-generating sport impacted college GPA. The analyses indicated that the ACAT was a valid and reliable measure (alpha = .94) with three factors. In addition, high school core GPA, study hall hour requirement, academic classification, and pre-college standardized test score made significant contributions to the prediction equation. Participation in a revenue-generating sport was found to significantly impact GPA.
