Journal of Postsecondary Student Success最新文献_第2页

Predictive Identification of At-Risk Students: Using Learning Management System Data 风险学生的预测识别:使用学习管理系统数据

Journal of Postsecondary Student Success Pub Date : 2023-07-10 DOI: 10.33009/fsop_jpss132082

Bryan Osborne, A. S. Lang

{"title":"Predictive Identification of At-Risk Students: Using Learning Management System Data","authors":"Bryan Osborne, A. S. Lang","doi":"10.33009/fsop_jpss132082","DOIUrl":"https://doi.org/10.33009/fsop_jpss132082","url":null,"abstract":"This paper describes a neural network model that can be used to detect at-risk students failing a particular course using only grade book data from a learning management system. By analyzing data extracted from the learning management system at the end of week 5, the model can predict with an accuracy of 88% whether the student will pass or fail a specific course. Data from the grade books from all course shells from the Spring 2022 semester (N = 22,041 rows) were analyzed, and four factors were found to be significant predictors of student success/failure: the current course grade after the fifth week of the semester and the presence of missing grades in weeks 3, 4, and 5. Several models were investigated before concluding that a neural network model had the best overall utility for the purpose of an early alert system. By categorizing students who are predicted to fail more than one course as being generally at risk, we provide a metric for those who use early warning systems to target resources to the most at-risk students and intervene before students drop out. Seventy-four percent of the students whom our model classified as being generally at risk ended up failing at least one course.","PeriodicalId":411510,"journal":{"name":"Journal of Postsecondary Student Success","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131537326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the Impact of Data-Driven Tools on Advising Practice and Student Support 理解数据驱动工具对建议实践和学生支持的影响

Journal of Postsecondary Student Success Pub Date : 2023-07-10 DOI: 10.33009/fsop_jpss132841

S. Kyte, Celeste Atkins, E. Collins, Regina Deil-Amen

引用次数: 0

Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support 来自历史上被排斥群体的挣扎学生对学业成功和教师支持的看法

Journal of Postsecondary Student Success Pub Date : 2023-07-10 DOI: 10.33009/fsop_jpss132518

Amy E. Collins-Warfield, Jera Niewoehner-Green, S. Scheer, Kristen J. Mills

引用次数: 1

What Does “Success” Mean to Students at a Selective University? Individual Differences and Implications for Well-Being 对名牌大学的学生来说，“成功”意味着什么?个体差异及其对幸福感的影响

Journal of Postsecondary Student Success Pub Date : 2023-07-10 DOI: 10.33009/fsop_jpss132785

Malorie Lipstein, M. Wong, B. Hard

{"title":"What Does “Success” Mean to Students at a Selective University? Individual Differences and Implications for Well-Being","authors":"Malorie Lipstein, M. Wong, B. Hard","doi":"10.33009/fsop_jpss132785","DOIUrl":"https://doi.org/10.33009/fsop_jpss132785","url":null,"abstract":"This study investigated how college students (N = 376) at a private, selective university (a) define success in college in their own words, and how conceptions of success (b) relate to differences in motivation and other individual differences, and (c) predict well-being. A thematic analysis suggested that students’ definitions of success were multifaceted, but the most common themes reflected academic and social criteria for success. Students who defined success in terms of Experience (e.g., trying new things) and Future-Readiness (e.g., preparedness to handle life after college) tended to be higher in mastery orientation and intrinsic motivation. Success definitions varied with demographic characteristics, including gender, class year, race, first-generation status, academic interests, and more, in ways that likely reflect differences in students’ cultural backgrounds and interests. Finally, well-being was higher in students who defined success in terms of Intellectual Growth (e.g., learning, being challenged, determining academic interests). We discuss the implications of these findings for practice (e.g., for university administrators, faculty, and advisors) and for future research.","PeriodicalId":411510,"journal":{"name":"Journal of Postsecondary Student Success","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124732165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Unlocking Undergraduate Student Success: A Study of High-Impact Practices in a Comprehensive and Diverse College 打开大学生成功之门:一所综合性、多元化大学的高影响力实践研究

Journal of Postsecondary Student Success Pub Date : 2023-07-10 DOI: 10.33009/fsop_jpss131207

Qingmin Shi, R. Cresiski, Sandip Thanki, Lori A. Navarrete

{"title":"Unlocking Undergraduate Student Success: A Study of High-Impact Practices in a Comprehensive and Diverse College","authors":"Qingmin Shi, R. Cresiski, Sandip Thanki, Lori A. Navarrete","doi":"10.33009/fsop_jpss131207","DOIUrl":"https://doi.org/10.33009/fsop_jpss131207","url":null,"abstract":"This study examines undergraduate senior students’ participation in high-impact practices (HIPs) and the relationship of that participation with engagement indicators, perceived gains, and overall satisfaction, as well as institutional outcomes of persistence and graduation based on race/ethnicity, first-generation status, and low-income status. Drawing on multiple years of data from 1,482 undergraduate seniors who completed the 2015 through 2019 National Survey of Student Engagement (NSSE) and enrolled in a comprehensive four-year state college, this study indicates that HIP participants reported higher levels of engagement, perceived gains, and overall satisfaction. Participation in HIPs is also positively related to improved persistence or graduation, particularly for racially minoritized students. While overall participation patterns were similar regardless of race/ethnicity or first-generation status, low-income students had higher participation rates in HIPs and participated in more kinds of HIPs as compared to their non-low-income counterparts. Implications of implementing and increasing access to HIPs for enhancing student success in similar institutions are discussed.","PeriodicalId":411510,"journal":{"name":"Journal of Postsecondary Student Success","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116011619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Basic Needs Insecurity and College Students’ Mental Health During the COVID-19 Pandemic 新冠肺炎大流行期间大学生的基本需求、不安全感与心理健康

Journal of Postsecondary Student Success Pub Date : 2023-04-12 DOI: 10.33009/fsop_jpss130999

Krista M. Soria

引用次数: 0

Supporting College Student Success through Applied Learning: Considering Associations with Average College Grades, Graduation in Four Years, and Degree Aspirations 通过应用学习支持大学生的成功:考虑与大学平均成绩、四年毕业和学位愿望的联系

Journal of Postsecondary Student Success Pub Date : 2023-04-12 DOI: 10.33009/fsop_jpss131213

Elizabeth A. Jach, Teniell L. Trolian

{"title":"Supporting College Student Success through Applied Learning: Considering Associations with Average College Grades, Graduation in Four Years, and Degree Aspirations","authors":"Elizabeth A. Jach, Teniell L. Trolian","doi":"10.33009/fsop_jpss131213","DOIUrl":"https://doi.org/10.33009/fsop_jpss131213","url":null,"abstract":"While previous research has examined the association between various forms of applied learning and effects on student outcomes, the present study examines engagement in forms of applied learning and three distinct measures of student success. Using longitudinal data from the Wabash National Study, this analysis examined the relationship between undergraduate participation in forms of applied learning and students’ graduation within four years, fourth-year college grades, and post-baccalaureate degree aspirations. Results suggested that certain applied learning experiences were associated with specific forms of student success. Specifically, the odds of graduation within four years increased for students who participated in internship, capstone, or study abroad experiences but decreased for students who participated in an independent study or volunteer experience. Applied learning experiences associated with higher college grades included faculty asking students to apply theories or concepts to practical problems or in new situations, completing an independent study, capstone, internship, research with a faculty member, or study abroad experience, but applying concepts to exams or assignments was associated with lower college grades. Finally, higher levels of students’ educational aspirations were associated with participating in research with a faculty member and study abroad. Together, these findings emphasize the need for institutions of higher education, faculty, and student affairs practitioners to nuance applied learning opportunities in relation to student success goals.","PeriodicalId":411510,"journal":{"name":"Journal of Postsecondary Student Success","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126294838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Brave New World Demands a Brave New College 美丽的新世界需要美丽的新大学

Journal of Postsecondary Student Success Pub Date : 2023-04-12 DOI: 10.33009/fsop_jpss132952

Shouping Hu

引用次数: 0

The Learner Care Dashboard: An Innovation in Student Support 学习者关心仪表板:学生支持的创新

Journal of Postsecondary Student Success Pub Date : 2023-04-12 DOI: 10.33009/fsop_jpss131484

Samuel C. Karpen, B. Howlett, Amy King-Robertson, J. Sanders

引用次数: 0

“Our Branches Are the Vines That Must Bear Fruit”: The Role of Parents in First-Generation Students' Career Development “我们的树枝是必须结果的藤蔓”:父母在第一代学生职业发展中的角色

Journal of Postsecondary Student Success Pub Date : 2023-04-12 DOI: 10.33009/fsop_jpss132580

Katie Smith

引用次数: 0