A Study of the Effects of Student Personality Factors, Goals, and Intentions on Student Persistence in a Two Year Community College PDF Download

Author: Raymond I. Matzelle
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 254

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 732

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Author: Wesley R. Habley
Publisher: John Wiley & Sons
ISBN: 0470888431
Category : Education
Languages : en
Pages : 513

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INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.

Author: Falilu Mohammad A. Matti
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 260

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 974

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 340

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Author: Christopher S. Anderson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 126

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The purpose of this study was to examine factors that influence first-year student persistence at a California community college. The researcher designed and implemented a mixed method, sequential explanatory study comprised of an initial quantitative phase followed by a qualitative phase. The quantitative phase entailed statistical analysis of data to be collected in an online survey of first-year students at a community college and administered to the selected students at the beginning of the second semester. The qualitative component included a representative sample of first year college students from the quantitative group and utilized individual interviews to explore in depth students' decisions to persist beyond their first-years of community college. The study was conducted at a California community college located in an area with a diverse population and a low college persistence rate. Personal and professional goals scored the highest rating of importance in the survey, and interviews supported this finding with participants mentioning their goals more than any other factor. Results suggest that this group of students found meaning in their goals and used their visions for the future to persist through any hardships they encountered in their first-year of community college.

Author: Michael B. Paulsen
Publisher: Springer
ISBN: 3030034577
Category : Education
Languages : en
Pages : 670

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Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776

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Author: Andrea J. Bishop
Publisher:
ISBN:
Category :
Languages : en
Pages : 404

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ABSTRACT: Factors contributing to student persistence are important topics to investigate to minimize wasted finances, time, and effort by both students and institutions (Chen & St. John, 2011; Cornacchione & Daugherty, 2013; Jobe & Lenio, 2014). This quantitative study examined how some factors (i.e., academic and social integration, goal and institutional commitment) contribute to a student's intent to persist academically. For the study, a guiding theoretical framework was developed based on Tinto's (1975) theory of student departure and Ajzen's (1991) theory of planned behavior. Utilizing two quantitative, self-reporting survey instruments administered simultaneously, a convenience sample (N = 405) of undergraduate students representing two data collection sites, a regional comprehensive state university and a primarily two-year state college, within the southeast region of the United States, provided data during the Fall 2016 semester. A correlational analysis conducted revealed a significant positive relationship between academic integration and student intent to persist, r(405) = .13, p