Journal of Postsecondary Student Success最新文献_第4页

Advancing from Prediction to Prescription: Strategies for Proactively and Thoughtfully Addressing Students' Needs 从预测到处方:主动和深思熟虑地解决学生需求的策略

Journal of Postsecondary Student Success Pub Date : 2022-10-27 DOI: 10.33009/fsop_jpss131554

A. Parnell

引用次数: 1

Reflecting on the Brink: At-Risk Student Experiences with Emergency Online Learning amid COVID-19 反思边缘:2019冠状病毒病期间高危学生的紧急在线学习经历

Journal of Postsecondary Student Success Pub Date : 2022-10-27 DOI: 10.33009/fsop_jpss131398

E. Rainey, Z. Taylor

{"title":"Reflecting on the Brink: At-Risk Student Experiences with Emergency Online Learning amid COVID-19","authors":"E. Rainey, Z. Taylor","doi":"10.33009/fsop_jpss131398","DOIUrl":"https://doi.org/10.33009/fsop_jpss131398","url":null,"abstract":"During the COVID-19 pandemic, there was perhaps no group of students better prepared to make the switch to online learning than Gen Z. Research supports the fact that Gen Z adapts quickly to and enjoys technology integration in educational spaces (Barber, 2020; Mellman, 2020; Pavao, 2020; Strawser, 2020), yet no research has explored how at-risk students experience online learning and how these students uniquely adopt persistence strategies to succeed. As a result, this content analysis investigates the online discussion board posts from a credit-bearing student success course for at-risk Gen Z students on warning or probationary financial aid status (GPA < 2.00 or below a 67% completed over attempted credit hours ratio) to learn how these students reflected on their online learning experiences and their precarious status at their institution. Findings echoed prior studies where students felt their biggest challenges were distractions and their own procrastination. Moreover, students reported feeling like a burden, students could not learn and socialize effectively in online settings, and students did not have knowledge of institutional support that could have helped them persist during the pandemic. However, students unearthed unique persistence strategies, such as blending tactile learning strategies into their online learning environment and strategically segmenting their technology use during class sessions. Implications for research, policy, and practice are addressed.","PeriodicalId":411510,"journal":{"name":"Journal of Postsecondary Student Success","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124818779","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: 3

Moving On from a Bachelor of Arts degree 从文学学士学位开始

Journal of Postsecondary Student Success Pub Date : 2022-10-27 DOI: 10.33009/fsop_jpss130386

R. Ruegg

引用次数: 0

Early Assessment of Cognitive Skills, Self-Regulated Learning Skills, and Attitudes Toward Education Predict University Success at Graduation 早期评估认知技能、自我调节学习技能和对教育的态度可以预测毕业时的大学成功

Journal of Postsecondary Student Success Pub Date : 2022-07-20 DOI: 10.33009/fsop_jpss129806

J. Cassady, W. H. Finch, Joshua Heath

{"title":"Early Assessment of Cognitive Skills, Self-Regulated Learning Skills, and Attitudes Toward Education Predict University Success at Graduation","authors":"J. Cassady, W. H. Finch, Joshua Heath","doi":"10.33009/fsop_jpss129806","DOIUrl":"https://doi.org/10.33009/fsop_jpss129806","url":null,"abstract":"Considerable research has been conducted on the incremental or individual influences of cognitive skills, self-regulated learning skills, and attitudes toward education on the success of learners in many levels of educational inquiry. In addition, much work has been focused on predicting student success in the first year of college, or examining factors that promote retention only for the second semester or second academic year. This study expands the focus by specifically examining the interactive nature of these three broad domains of student characteristics over the course of the entire students’ experience in higher education. Specifically, this study examines seven years of institutional data exploring the predictive utility of measures of students’ cognitive skills, self-regulated learning skills, attitudes toward education, and academic anxiety prior to the start of their first semester on graduating GPA for anyone completing a degree within 6 years of matriculation. The results demonstrate that while all of the variables were instrumental in explaining overall university success, the best explanation of the data was achieved through a partial moderated mediation model. Furthermore, the data illustrated that the patterns of these relationships for first generation and non-first generation students differed. The results are supportive of a model of early assessment to identify areas of need for learners to promote more adaptive coping strategies at the start of the university experience to support optimal graduation outcomes for both first generation and non-first generation learners.","PeriodicalId":411510,"journal":{"name":"Journal of Postsecondary Student Success","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128235508","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

Examining the Tie that Binds 检查捆绑的领带

Journal of Postsecondary Student Success Pub Date : 2022-07-20 DOI: 10.33009/fsop_jpss131190

C. Major

引用次数: 0

Promoting Graduation Outcomes for Racially Minoritized Law School Students 促进少数族裔法学院学生的毕业成果

Journal of Postsecondary Student Success Pub Date : 2022-07-20 DOI: 10.33009/fsop_jpss130217

Nicholas A. Bowman, N. Stroup, Solomon Fenton-Miller

{"title":"Promoting Graduation Outcomes for Racially Minoritized Law School Students","authors":"Nicholas A. Bowman, N. Stroup, Solomon Fenton-Miller","doi":"10.33009/fsop_jpss130217","DOIUrl":"https://doi.org/10.33009/fsop_jpss130217","url":null,"abstract":"Despite decades of efforts to diversify the legal profession, White lawyers in the U.S. remain substantially overrepresented. As a necessary step for fostering equity in the workplace, law schools must work to reduce or eliminate the current racial disparities in their persistence and graduation rates. Therefore, this study explored the link between various institutional factors and graduation outcomes among students from several racially minoritized identities using school-level data from 2011-2019. The results indicate that the ingroup racial representation within the state (in which the law school is primarily housed) was positively related to graduation outcomes among Asian, Black, Latinx, underrepresented racial minority, and all law Students of Color; the percentage of Faculty of Color was also significantly related to graduation when examining most of these racial identities. Within subgroup analyses among lower- versus higher-ranking law schools, finances (e.g., financial aid provided, total tuition and fees, and estimated cost of living) were more consistently associated with graduation outcomes at law schools outside of the top 100, whereas racial representation (among faculty, other students, and within the state) and rankings were more often related to graduation among Students of Color within the top 100 law schools.","PeriodicalId":411510,"journal":{"name":"Journal of Postsecondary Student Success","volume":"27 Suppl 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116427011","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

Early Indicators of Student Success 学生成功的早期指标

Journal of Postsecondary Student Success Pub Date : 2022-07-20 DOI: 10.33009/fsop_jpss130588

Paul A. Attewell, C. Maggio, F. Tucker, Jay Brooks, Matt S. Giani, Xiaodan Hu, Tod Massa, Feng Raoking, David Walling, Nathan Wilson

{"title":"Early Indicators of Student Success","authors":"Paul A. Attewell, C. Maggio, F. Tucker, Jay Brooks, Matt S. Giani, Xiaodan Hu, Tod Massa, Feng Raoking, David Walling, Nathan Wilson","doi":"10.33009/fsop_jpss130588","DOIUrl":"https://doi.org/10.33009/fsop_jpss130588","url":null,"abstract":"This paper reports the results of a four-state collaboration––Texas, New York, Virginia, and Illinois––that uses Student Unit Record Database Systems that track students from high school into college. The goal is to determine whether it is possible to accurately predict whether individual students will not graduate using very early indicators available at college entry or during the first semester. Using similar statistical models across four state university systems, we identify individual students at greatest risk of non-completion quite accurately at early stages, allowing college staff to prioritize interventions and supports aimed at improving completion for those at greatest risk. Our logistic regression models rely on variables available to university administrators at student entry, including high school GPA, standardized test scores, parental income, remediation requirements, declared major, and college credits attempted in the first semester. Our models do not use gender, race, or ethnicity in determining probability of non-completion, making them useful for public university administrators. The fact that the same factors accurately predict graduation and non-completion in four very different state contexts suggests that similar dynamics are at play across the country. Our findings suggest that current commercial products that require extensive effort from faculty to input data on student progress, to act as an early warning system, may be unnecessary. More easily obtainable data can accurately predict students at risk of non-completion.","PeriodicalId":411510,"journal":{"name":"Journal of Postsecondary Student Success","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125302868","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

An Examination of the Predictive Validity of a Measure of College Admissions Applicants’ Attributions of Success and Failure 大学入学申请者成功与失败归因的预测效度检验

Journal of Postsecondary Student Success Pub Date : 2022-07-20 DOI: 10.33009/fsop_jpss130205

J. Paris, Rachel Heiser

{"title":"An Examination of the Predictive Validity of a Measure of College Admissions Applicants’ Attributions of Success and Failure","authors":"J. Paris, Rachel Heiser","doi":"10.33009/fsop_jpss130205","DOIUrl":"https://doi.org/10.33009/fsop_jpss130205","url":null,"abstract":"Upon the advent of the COVID-19 pandemic, hundreds of higher education institutions in the United States temporarily or permanently adopted test-optional admissions policies. Growth in the number of test-optional institutions and the longstanding criticism of standardized admissions tests as limited and unreliable predictors of college success have led to the use of broader criteria in the college admissions process. However, there remains a need to validate new predictors of postsecondary educational promise to account for a greater percentage of the variance in college outcomes. Among these potential predictors is applicants’ attributions of the behaviors and events they experience within their environment. Guided by attribution theory of motivation, we examine the predictive validity of a measure of 855 students’ causal attributions of success and failure. The measure, composed of four short-answer questions, was administered as part of a test-optional admissions policy at a large urban research university in the United States. Using hierarchical logistic and linear regression, we find that the measure is valid for use across student subgroups. The attribution score derived from the measure makes a statistically significant but nominal contribution to the prediction of four-year bachelor’s degree completion. We also find that the attribution score does not make a statistically significant nor practical contribution to the prediction of cumulative undergraduate grade point average and five-year degree completion.","PeriodicalId":411510,"journal":{"name":"Journal of Postsecondary Student Success","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121356463","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

Holistic Admissions in Higher Education 高等教育的整体录取

Journal of Postsecondary Student Success Pub Date : 2022-07-20 DOI: 10.33009/fsop_jpss131099

L. Liu

引用次数: 1

Diverging Paths: Exploring the Association Between Initial Math Pathways and College Students’ Subsequent Math Performance 发散路径:探索初始数学路径与大学生后续数学成绩的关系

Journal of Postsecondary Student Success Pub Date : 2022-04-20 DOI: 10.33009/fsop_jpss129846

Christine G. Mokher, Shouping Hu

引用次数: 1