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Journal of College Student Retention-Research Theory & Practice最新文献

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Why Some Students Adjust Easily While Others Can Not? Stress and Adjustment to University: Personality as Moderator 为什么有些学生很容易适应，而有些学生却不能?压力与大学适应:人格的调节作用
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2021-03-16 DOI: 10.1177/15210251211002179
Ayşe I. Kural, B. Özyurt
{"title":"Why Some Students Adjust Easily While Others Can Not? Stress and Adjustment to University: Personality as Moderator","authors":"Ayşe I. Kural, B. Özyurt","doi":"10.1177/15210251211002179","DOIUrl":"https://doi.org/10.1177/15210251211002179","url":null,"abstract":"Research has demonstrated consistently that personality and perceived stress, independently, are essential factors for university adjustment among university freshmen; however, little is known about the associations between personality, perceived stress, and adjustment together. Our primary goal was to explore the predictive utility of perceived stress for explaining university adjustment among university freshmen (N = 290). We also tested the moderating role of personality traits and this research was embedded within a Big Five model of personality including the sixth trait for Turkish context, ‘Negative Valence’. Results addressed that only conscientiousness and negative valence moderated the perceived stress and adjustment association. Students high on negative valence and/or conscientiousness tended to experience the detrimental effect of perceived stress on university adjustment more due to their personality. These results suggested that personality might be an important factor to include in adjustment fostering interventions for freshmen at universities.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"77 1","pages":"594 - 612"},"PeriodicalIF":1.5,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83921091","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: 2
The Impact of Peer-Mentoring on the Academic Success of Underrepresented College Students 同伴辅导对弱势大学生学业成功的影响
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2021-03-04 DOI: 10.1177/1521025121995988
Juan I. Venegas-Muggli, C. Barrientos, F. Álvarez
{"title":"The Impact of Peer-Mentoring on the Academic Success of Underrepresented College Students","authors":"Juan I. Venegas-Muggli, C. Barrientos, F. Álvarez","doi":"10.1177/1521025121995988","DOIUrl":"https://doi.org/10.1177/1521025121995988","url":null,"abstract":"This study evaluates the impact of the peer-mentoring program implemented by a Chilean higher education institution on underrepresented students’ academic success. Specifically, it assesses whether freshmen who enrolled in 2018 and took part in this initiative performed better than students with similar characteristics who did not. A quantitative quasi-experimental design was applied, using the Propensity Score Matching method. The results show that students who took part in this peer-mentoring program got better average grades and had better retention rates and attendance levels than those who did not. Strategies for developing successful mentoring initiatives for college students are discussed, with a special emphasis on their potential relevance to underrepresented students.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"4 1","pages":"554 - 571"},"PeriodicalIF":1.5,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75369466","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: 6
Testing Campus-Class-Technology Theory in Student Engagement: A Large Sample Path Analysis 校园-课堂-技术理论在学生参与中的检验:一个大样本路径分析
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2021-02-20 DOI: 10.1177/1521025121995939
S. Gunuc
{"title":"Testing Campus-Class-Technology Theory in Student Engagement: A Large Sample Path Analysis","authors":"S. Gunuc","doi":"10.1177/1521025121995939","DOIUrl":"https://doi.org/10.1177/1521025121995939","url":null,"abstract":"Student engagement refers to the quality and quantity of students’ psychological, cognitive, emotional and behavioral reactions to in-class and out-of-class academic and social activities to achieve successful learning outcomes. In literature, the Campus-Class-Technology (CCT) theory in student engagement was developed and tested with some models, which had certain limitations. Thus, the present study aimed to test the CCT theory with a new and more advanced model. The study was carried out using the quantitative research design and conducted with 3967 students, and the models were tested using path analysis. The research data were collected using the research instruments regarding student engagement, technology integration and campus climate. Four CCT models were developed and tested. The results revealed that all the models were confirmed. In general, what the models explained in the study was that technology integration and benefiting from campus facilities increased student engagement and student success.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"298 1","pages":"492 - 508"},"PeriodicalIF":1.5,"publicationDate":"2021-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89793551","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: 4
When Race and Class Collide: Classism and Social-Emotional Experiences of First-Generation College Students 当种族与阶级碰撞:第一代大学生的阶级主义与社会情感体验
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2021-02-20 DOI: 10.1177/1521025121995483
Patton O. Garriott, S. Ko, S. B. Grant, Mackenzie Jessen, B. Allan
{"title":"When Race and Class Collide: Classism and Social-Emotional Experiences of First-Generation College Students","authors":"Patton O. Garriott, S. Ko, S. B. Grant, Mackenzie Jessen, B. Allan","doi":"10.1177/1521025121995483","DOIUrl":"https://doi.org/10.1177/1521025121995483","url":null,"abstract":"Scholarship devoted to first-generation college students has increased rapidly over the past decade, with studies demonstrating first-generation students are systematically disadvantaged compared to their continuing-generation peers. Recently, scholars have critiqued the treatment of first-generation students as a monolith and encouraged complicating their experiences using intersectionality as an analytic tool. This study examined the association between institutional classism and students’ social-emotional experiences in higher education, and how these relations vary based on sociorace, first-generation college student status, and subjective social status. In a sample (N = 742) of college students from two four-year public institutions, results showed that the strength of the association between institutional classism and social-emotional experiences varied at different intersections of first-generation status, sociorace, and subjective social status. These findings demonstrate the importance of contextualizing first-generation students’ experiences and have implications for efforts to retain first-generation students in higher education.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"12 1","pages":"509 - 532"},"PeriodicalIF":1.5,"publicationDate":"2021-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84536369","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: 13
Cost-Effectiveness of a Statistics-Based Approach to Developmental Mathematics Education 基于统计的发展数学教育方法的成本效益
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2021-02-15 DOI: 10.1177/1521025121996282
M. Finster, Jill M. Feldman
{"title":"Cost-Effectiveness of a Statistics-Based Approach to Developmental Mathematics Education","authors":"M. Finster, Jill M. Feldman","doi":"10.1177/1521025121996282","DOIUrl":"https://doi.org/10.1177/1521025121996282","url":null,"abstract":"Due to the low success of traditional, postsecondary remediation mathematics, The Maryland Mathematics Reform Initiative First in the World Grant (MMRI–FITW) sought to develop and implement a statistics pathway in 2- and 4-year institutions as an alternative to traditional algebra-based math, to accelerate developmental mathematics students’ progress into credit-bearing postsecondary mathematics courses. In this study, we use cost to students and cost to institutions to estimate the cost per student and assess the cost-effectiveness of MMRI–FITW statistics-based vs. traditional algebra-based approach to developmental mathematics education for increasing student enrollment in college credit-bearing mathematics. The results indicate participating in the MMRI–FITW statistics-based vs. traditional algebra-based approach reduces education costs by approximately 7 percent and is 36 percent more cost-effective for increasing student enrollment in college-credit mathematics. The article concludes with the implications of the cost-effectiveness results for scaling the MMRI–FITW statistics-based approach","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"1 1","pages":"533 - 553"},"PeriodicalIF":1.5,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74951220","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
Book Review: Horowitz, G. Teaching STEM to First Generation College Students: A Guidebook for Faculty & Future Faculty 书评:霍洛维茨，G.向第一代大学生教授STEM:教师和未来教师的指南
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2021-02-03 DOI: 10.1177/1521025121992317
Jacob T. Tucker
{"title":"Book Review: Horowitz, G. Teaching STEM to First Generation College Students: A Guidebook for Faculty & Future Faculty","authors":"Jacob T. Tucker","doi":"10.1177/1521025121992317","DOIUrl":"https://doi.org/10.1177/1521025121992317","url":null,"abstract":"In her new book, Teaching STEM to First Generation College Students: A Guidebook for Faculty & Future Faculty, Gail Horowitz offers practical methods for teaching STEM students the value of efficient studying strategies beneficial for first-generation college students. Horowitz received her Ph.D. in science education from Teachers College, Columbia University, and has taught a wide selection of chemistry courses for over 30 years in the East coast, exposing Horowitz to a diverse population of students including low-income, minority, and first-generation students. Horowitz has taught at a small private university, a mid-sized urban college, and currently resides at Bard High School Early College where she conducts research focusing on pedagogies related to selfregulated learning (SRL) in chemistry students. The book displays a unique ability to connect decades of instructional experience in STEM (Science, Technology, Engineering, and Math), classroom observations in student learning patterns, and current literature in higher education. Horowitz extensive teaching experience allows her book to connect teaching techniques for STEM students with self-regulated learning skills for first-generation college students. Horowitz immediately establishes a connection between the reader and firstgeneration students through the reading of student’s personal stories and experiences. She defines the designation of first-generation students and describes the empirical research conceptualization of their learning in higher education. For example, in discussing theoretical approaches to understanding the college success of first-generation students, Horowitz argues a need for faculty to recognize the mechanisms that drive successful outcomes of first-generation students as it relates to cultural capital. Elsewhere, she highlights the work of Perna and Thomas (2008) and their comparison of Yosso’s (2005) Cultural Wealth Journal of College Student Retention: Research, Theory & Practice","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"1 1","pages":"263 - 265"},"PeriodicalIF":1.5,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82602000","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
Student Connections: The Critical Role of Student Affairs and Academic Support Services in Retention Efforts 学生关系:学生事务和学术支持服务在保留努力中的关键作用
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2021-01-28 DOI: 10.1177/1521025121991502
Jeff E. Hoyt
{"title":"Student Connections: The Critical Role of Student Affairs and Academic Support Services in Retention Efforts","authors":"Jeff E. Hoyt","doi":"10.1177/1521025121991502","DOIUrl":"https://doi.org/10.1177/1521025121991502","url":null,"abstract":"The connections we establish in college are transformative and redirect our lives to make lasting impacts on others around us and in the world. Student affairs and academic support services can make the difference in whether students drop out, fail academically or succeed in their college and career aspirations and realize a personal vision for their future. This research examines the impact of these connections on student retention in college when controlling for common predictors, and reminds us that retention is a campus-wide effort, with student affairs and academic support services serving critical roles. The article also discusses how a large open-admissions university utilized these services to promote student success.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"30 1","pages":"480 - 491"},"PeriodicalIF":1.5,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73814197","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: 7
Latino Men Using Compañerismo to Navigate the Unchartered Waters of the Doctoral Program: A Conceptual Model 拉丁裔男性使用Compañerismo导航博士项目的未知水域:一个概念模型
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2021-01-19 DOI: 10.1177/1521025120987816
Osly J. Flores, Oscar E. Patrón
{"title":"Latino Men Using Compañerismo to Navigate the Unchartered Waters of the Doctoral Program: A Conceptual Model","authors":"Osly J. Flores, Oscar E. Patrón","doi":"10.1177/1521025120987816","DOIUrl":"https://doi.org/10.1177/1521025120987816","url":null,"abstract":"In this paper, we present a conceptual model of the development of a relationship between first-generation Latino men while navigating the unchartered waters, or the unknown, of a doctoral program. Drawing from focus groups, we outline the various components (e.g., institutional role and support, resilience, cultural affinity) that contributed to the model of compañerismo and how this cultural phenomenon, in turn, led to the participants’ successful navigation of their graduate education. Compañerismo represents the evolvement from a surface-level friendship to a cultural, personal, and academic support system. Guided by the data, we offer practical implications for higher education stakeholders to better support Latino men and their persistence and retention in doctoral programs.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"63 1","pages":"427 - 451"},"PeriodicalIF":1.5,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91036409","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
A Little Help From Their Friends? How Social Factors Relate to Students' Sense of Belonging at a Large Public University 朋友的小小帮助?社会因素如何影响大型公立大学学生的归属感
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2021-01-15 DOI: 10.1177/1521025120985107
J. Anistranski, B. Brown
{"title":"A Little Help From Their Friends? How Social Factors Relate to Students' Sense of Belonging at a Large Public University","authors":"J. Anistranski, B. Brown","doi":"10.1177/1521025120985107","DOIUrl":"https://doi.org/10.1177/1521025120985107","url":null,"abstract":"Sense of belonging plays a key role in college students' persistence and successful degree completion. This study evaluated how social factors contributed to students’ sense of belonging at a major Midwestern university when controlling for individual-level and academic factors. Hierarchical multiple regression analyses revealed that students’ sense of belonging was significantly associated with underrepresented backgrounds, personality traits, adjustment to college, and friendship variables. We discuss the potential implications of these relationships in promoting retention and student success.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"160 1","pages":"305 - 325"},"PeriodicalIF":1.5,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75923341","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: 8
A Long-Term Study of What Best Predicts Graduating From University Versus Leaving Prior to Graduation 一项关于大学毕业和辍学的长期研究
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2021-01-15 DOI: 10.1177/1521025120987993
T. Willoughby, Victoria W. Dykstra, T. Heffer, Joelle Braccio, Hamnah Shahid
{"title":"A Long-Term Study of What Best Predicts Graduating From University Versus Leaving Prior to Graduation","authors":"T. Willoughby, Victoria W. Dykstra, T. Heffer, Joelle Braccio, Hamnah Shahid","doi":"10.1177/1521025120987993","DOIUrl":"https://doi.org/10.1177/1521025120987993","url":null,"abstract":"Despite the importance of obtaining a university degree, retention rates remain a concern for many universities. This longitudinal study provides a multi-domain examination of first-year student characteristics and behaviors that best predict which students graduate. Graduation status was assessed seven years after students entered university. Participants (N = 1017; 71% female; mean age in Year 1 was 19 years) enrolled in a Canadian mid-sized university completed a survey, provided their enrollment status over the next 6 years (regardless of whether they left university), and consented to have their grades and status provided by the Registrar. Overall, 79% of students graduated by Year 7 (44% in 4 years). The strongest predictor of graduation was first-year grades. Social engagement in the university also predicted graduation. Surprisingly, mental health was not a significant predictor of graduation. Only a minority of students may experience mental health difficulties to such an extent that it affects their ability to succeed at university.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"109 1","pages":"452 - 479"},"PeriodicalIF":1.5,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79497239","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: 2
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