Author: Sheri L. Glick-Cuenot
Publisher:
ISBN:
Category : Achievement in education
Languages : en
Pages : 133
Book Description
This study attempted the answer to two primary questions: (a) Are strategic thinking skills possessed by college students prior to university matriculation related to their academic success in college, and (b) How does the predictive accuracy afforded by these skills compare to that from high school grade point average or standardized test scores? A non-experimental quantitative longitudinal research design was employed to conduct this analysis. Three cognitive skills associated with strategic thinking (reframing, reflection, and systems thinking) high school grade point average and standardized test scores served as predictor variables. Six contextual variables - age, gender, ethnicity, education of mother, education of father and academic discipline served as moderators of the relationship between the use of strategic thinking skills and student academic success. Predictor and moderator variable data were collected in the fall of 2009 from a random sample of 229 entering freshman in their first three weeks of university matriculation to mitigate the effect of their program of study and college experience on their thinking skills. The criterion variable - academic success - was measured by student college grade point average, time to degree and degree earned. Data on the criterion variable were collected during the summer of 2013 and fall 2014, from university archival sources, for academic years 2009-10, 2010-11, 2011-12, and 2012-13. Multiple regression and correlation analyses were used to test the hypotheses engendered by the research questions. This research found significant positive correlations among the use of strategic thinking skills and high school grade point average, college grade point average, time to degree and degree earned. College grade point average was the strongest predictor of time to degree and degree earned. These findings add a new dimension that colleges and universities may wish to consider in their admission decisions. The findings also suggest that curricula in K-12 education should be examined to be sure these skills - reframing, systems thinking, and reflecting are taught and learned. Thus, the findings will have theoretical and practical significance.
Predictors of Undergraduate Academic Success
Author: Sheri L. Glick-Cuenot
Publisher:
ISBN:
Category : Achievement in education
Languages : en
Pages : 133
Book Description
This study attempted the answer to two primary questions: (a) Are strategic thinking skills possessed by college students prior to university matriculation related to their academic success in college, and (b) How does the predictive accuracy afforded by these skills compare to that from high school grade point average or standardized test scores? A non-experimental quantitative longitudinal research design was employed to conduct this analysis. Three cognitive skills associated with strategic thinking (reframing, reflection, and systems thinking) high school grade point average and standardized test scores served as predictor variables. Six contextual variables - age, gender, ethnicity, education of mother, education of father and academic discipline served as moderators of the relationship between the use of strategic thinking skills and student academic success. Predictor and moderator variable data were collected in the fall of 2009 from a random sample of 229 entering freshman in their first three weeks of university matriculation to mitigate the effect of their program of study and college experience on their thinking skills. The criterion variable - academic success - was measured by student college grade point average, time to degree and degree earned. Data on the criterion variable were collected during the summer of 2013 and fall 2014, from university archival sources, for academic years 2009-10, 2010-11, 2011-12, and 2012-13. Multiple regression and correlation analyses were used to test the hypotheses engendered by the research questions. This research found significant positive correlations among the use of strategic thinking skills and high school grade point average, college grade point average, time to degree and degree earned. College grade point average was the strongest predictor of time to degree and degree earned. These findings add a new dimension that colleges and universities may wish to consider in their admission decisions. The findings also suggest that curricula in K-12 education should be examined to be sure these skills - reframing, systems thinking, and reflecting are taught and learned. Thus, the findings will have theoretical and practical significance.
Publisher:
ISBN:
Category : Achievement in education
Languages : en
Pages : 133
Book Description
This study attempted the answer to two primary questions: (a) Are strategic thinking skills possessed by college students prior to university matriculation related to their academic success in college, and (b) How does the predictive accuracy afforded by these skills compare to that from high school grade point average or standardized test scores? A non-experimental quantitative longitudinal research design was employed to conduct this analysis. Three cognitive skills associated with strategic thinking (reframing, reflection, and systems thinking) high school grade point average and standardized test scores served as predictor variables. Six contextual variables - age, gender, ethnicity, education of mother, education of father and academic discipline served as moderators of the relationship between the use of strategic thinking skills and student academic success. Predictor and moderator variable data were collected in the fall of 2009 from a random sample of 229 entering freshman in their first three weeks of university matriculation to mitigate the effect of their program of study and college experience on their thinking skills. The criterion variable - academic success - was measured by student college grade point average, time to degree and degree earned. Data on the criterion variable were collected during the summer of 2013 and fall 2014, from university archival sources, for academic years 2009-10, 2010-11, 2011-12, and 2012-13. Multiple regression and correlation analyses were used to test the hypotheses engendered by the research questions. This research found significant positive correlations among the use of strategic thinking skills and high school grade point average, college grade point average, time to degree and degree earned. College grade point average was the strongest predictor of time to degree and degree earned. These findings add a new dimension that colleges and universities may wish to consider in their admission decisions. The findings also suggest that curricula in K-12 education should be examined to be sure these skills - reframing, systems thinking, and reflecting are taught and learned. Thus, the findings will have theoretical and practical significance.
Predictors of Academic Success for International Undergraduate Students
Author: Sarah E. Cummings
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 246
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 246
Book Description
Handbook of Research on Student Engagement
Author: Sandra L. Christenson
Publisher: Springer Science & Business Media
ISBN: 1461420172
Category : Psychology
Languages : en
Pages : 839
Book Description
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Publisher: Springer Science & Business Media
ISBN: 1461420172
Category : Psychology
Languages : en
Pages : 839
Book Description
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Predictors of Academic Success Among First-generation and Non-first-generation College Students
Author: Tiffany Abeyta
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 236
Book Description
Over the past two decades we have seen an increase in the number of students who are the first in their family to attend college. Research shows first-generation college students (FGCS) have lower academic success (GPA) than non-first-generation college students (NFGCS). Through this study, I will aim to replicate findings of differences in GPA between FGCS and NFGCS, and examine whther general perceived stress, perceived academic stress, academic self-efficacy, and social support mediated any relationship between generational status and GPA. Data were collected from three groups: 70 FGCS, whose parent(s) did not receive a college degree, 19 students with moderate parental secondary education (MPSE), whose parent(s) earned an associate's degree, and 45 NFGCS, whose parent(s) earned a bachelor's degree or higher. The full sample included 134 undergraduate students, 67 of whom were college freshmen. Participants completed a demographic questionnaire, the Perceived Stress Scale-14, the Academic Stress Subscale, the Academic Self-Efficacy Subscale, and the Inventory of Socially Supportive Behaviors. College GPAs were obtained from the NMHU Office of Institutional Effectiveness and Research. Separate one-way Analyses of Variance (ANOVAs) were used to examine if differences in college GPA, perceived stress, academic stress, academic self-efficacy and social support exists beteween FGCS, students with MPSE, and NFGCS. There were no significant differences in GPA between FGCS, students with MPSE, and NFGCS using the full sample or the freshmen sample (p>.10). There were no significant differences on Perceived Stress Scale scores, Academic Stress Subscale, Academic Self-Efficacy subscale scores, and Inventory of Socially Supportive Behaviors scores between FGCS, students with MPSE, and NFGCS in the full sample or the freshmen sample (p>.10). Using correlations, we also examined if general perceived stress, perceived academic stress, academic self-efficacy and social support are associated with GPA. In the full sample, students with higher GPAs reported less general perceived stress (r=-.21, p
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 236
Book Description
Over the past two decades we have seen an increase in the number of students who are the first in their family to attend college. Research shows first-generation college students (FGCS) have lower academic success (GPA) than non-first-generation college students (NFGCS). Through this study, I will aim to replicate findings of differences in GPA between FGCS and NFGCS, and examine whther general perceived stress, perceived academic stress, academic self-efficacy, and social support mediated any relationship between generational status and GPA. Data were collected from three groups: 70 FGCS, whose parent(s) did not receive a college degree, 19 students with moderate parental secondary education (MPSE), whose parent(s) earned an associate's degree, and 45 NFGCS, whose parent(s) earned a bachelor's degree or higher. The full sample included 134 undergraduate students, 67 of whom were college freshmen. Participants completed a demographic questionnaire, the Perceived Stress Scale-14, the Academic Stress Subscale, the Academic Self-Efficacy Subscale, and the Inventory of Socially Supportive Behaviors. College GPAs were obtained from the NMHU Office of Institutional Effectiveness and Research. Separate one-way Analyses of Variance (ANOVAs) were used to examine if differences in college GPA, perceived stress, academic stress, academic self-efficacy and social support exists beteween FGCS, students with MPSE, and NFGCS. There were no significant differences in GPA between FGCS, students with MPSE, and NFGCS using the full sample or the freshmen sample (p>.10). There were no significant differences on Perceived Stress Scale scores, Academic Stress Subscale, Academic Self-Efficacy subscale scores, and Inventory of Socially Supportive Behaviors scores between FGCS, students with MPSE, and NFGCS in the full sample or the freshmen sample (p>.10). Using correlations, we also examined if general perceived stress, perceived academic stress, academic self-efficacy and social support are associated with GPA. In the full sample, students with higher GPAs reported less general perceived stress (r=-.21, p
Biographic and Demographic Data Predictors of Academic Success for Adult Undergraduate Students
Predictors of Academic Success for University Students in Special Programs
Author: William E. Sedlacek
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 26
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 26
Book Description
Personality Predictors of Academic Success in Underachieving First Year College Students
Author: Carolyn Wilson-Garrison
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 206
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 206
Book Description
Predictors of Academic Success
Male College Students and Success
Author: Mari K. Normyle
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 171
Book Description
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 171
Book Description
Personality and Ability Variables as Predictors of Academic Success for Both High-risk and Regularly Admitted College Students
Author: Barbara Burnett
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 56
Book Description
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 56
Book Description