Student-institution Fit and Its Relationship to Persistence Rates of Career Decided/undecided First-time Freshmen in Higher Education PDF Download

Author: Jay Allen Krause
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 334

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Author: Kathryn Hynes
Publisher: John Wiley & Sons
ISBN: 111844082X
Category : Education
Languages : en
Pages : 119

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Across education, out-of-school-time programming, and workforce development, researchers and practitioners are seeking ways to bolster the career readiness of our nation’s youth, particularly low-income youth. This issue brings together information from a variety of disciplines and fields to help researchers, practitioners, and policymakers understand what we know and need to learn to provide youth with effective, engaging career-related programming. The articles highlight key findings about how youth learn about careers and develop a vocational identity, whether adolescent employment is beneficial for youth, and how to align our various systems to promote positive youth development. Models of career programming from education, afterschool, and workforce development are highlighted, as are strategies for collaborating with businesses. The volume emphasizes the practical implications of research findings, keeping the focus on how to develop evidence-based practices to support career development for youth. This is the 134th volume of New Directions for Youth Development, the Jossey-Bass quarterly report series dedicated to bringing together everyone concerned with helping young people, including scholars, practitioners, and people from different disciplines and professions.

Author: W. Bruce Walsh
Publisher: Routledge
ISBN: 1136499997
Category : Business & Economics
Languages : en
Pages : 555

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Handbook of Vocational Psychology identifies, reports, and evaluates significant developments in vocational psychology and career counseling, and in doing so provides both professional clinicians and students with an informed understanding of both the current state and continuing progress in the field. As in previous editions, the fourth edition links theory and research with the more applied aspects of this field: four sections cover, in order, the field's history, theory, research, and practical applications. Clinicians, students, and academics at all levels of experience will find that the Handbook of Vocational Psychology, 4th ed, paints an accurate picture of the realities of work and serves as a practical reference work for anyone interested in keeping up to date with the latest research and trends in vocational psychology.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 652

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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 806

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Author: Betty D. Dennis
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 326

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Four-year institutions in the United States graduate fewer than 50 percent of their first-time, full-time, degree-seeking students within six years. Today, improving college student retention and graduation rates is a primary focus of higher education nationwide. Scholars have found that students who enter college undecided and are still exploring majors need a great deal of support to be retained. Research has also demonstrated that between 20 and 50 percent of entering freshmen have not selected a major course of study and that colleges and universities are concerned these students are at a higher risk of leaving the institution. What is unclear is whether selecting a major influences retention rates (to sophomore year), grade point average, and graduation rates (within six years) for college students. Likewise, it is also unclear as to whether or not these same variables are impacted across race and gender. The purpose of this study is to compare students who entered college without a major program of study with those who entered decided on a major. The research focused on two goals: 1) to examine whether there was a difference in retention rates, grade point averages, and graduation rates for first-year (freshmen) students who entered college undecided with those who entered with a declared major, and 2) to measure the demographic influences of race and gender on these same variables for both groups. This study employed quantitative methods through ANOVA, correlation, and regression analysis in order to examine students attending a midwestern institution beginning in the fall of 2000 (n=4435) to determine if there is a difference in retention rates (to sophomore year), grade point average, and graduation rates (within six years) between students who selected a major with those who have not. ANOVA analysis was also used to determine if race and gender impact these variables. The study showed that there is a statistically significant difference in both retention and graduation rates for undecided and decided students, but no difference in grade point average. However, when race and gender are considered, there is a statistically significant difference in all three of the variables between the two groups.

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: Kristy G. O'Keefe
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 0

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Student retention is a topic of concern among higher education institutions. The dissertation pronounces a comparative quantitative research study to examine participation in summer extended orientation programs as a predictor of fall-to-spring persistence for first-year college students. This research study was conducted through a conceptual replication of a decade-old study at a regional Texas institution. In this conceptual replication study, the researcher observed the enrollment impacts, such as persistence rates and grade point average, of first-year college students who attended a summer extended orientation program compared to those of students who did not. Conducting more specific research in the area of extended orientation and its impacts on retainment of first-year students guides higher education leaders on decisions, programing, and leadership of first-year students to help increase retention, thereby increasing institutional funding, and provide students with better career opportunities. The findings of this study provide time-relevant persistence data intended to inform funding decisions for first-year college student programming efforts. Keywords: retention, higher education, persistence, regional institution, first-year college students, extended orientation, grade point average

Author: Tyson Ray Holder
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 192

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This study investigated individual factors and milestones which may assist institutions in predicting first to second semester retention rates of freshmen students. While the data examined were limited to the student population enrolled at a rural community college, implications from the study could be meaningful for all institutions of higher education. The investigators examined extant data to determine whether exam scores, graduating high school GPAs/rank, and Pell Grant eligibility could be used as predictor variables in identifying students at-risk of leaving the institution. In addition, key milestones (time of registration, participation in a first year experience (FYE) course, declaring a major) were also examined to determine whether these events predicted retention. The study utilized a mixed methods approach analyzing quantitative data through linear regressions and Chi Squares that were obtained through agency records and closed-ended survey questions, while qualitative data was acquired through open-ended survey questions. Participants included 97 first-time freshmen enrolled at a southwest Missouri rural community college during the Fall 2015 semester and 1,150 students enrolled at the college between Fall 2011 and Fall 2013. The Fall 2015 first-time freshmen were asked to complete an online 24-item survey designed to extract both quantitative and qualitative data. The researchers found that ACT and Compass scores (with the exception of Compass Writing), and High School GPA/rank were strong predictors in determining first to second semester retention; however Pell Grant eligibility was found to be insignificant. Although the key milestones of time of registration, participation in a FYE course, and declaring a major were found to be insignificant in predicting retention rates of freshmen students, the qualitative data gathered suggested that the examined milestones had merit for a retention model.

Author: Alexander W. Astin
Publisher:
ISBN: 9781878477002
Category :
Languages : en
Pages : 176

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This report presents survey data (from 216,362 students at 403 higher education institutions) on the characteristics of students attending American colleges and universities as first-time, full-time freshmen. The normative data presented are reported separately for men and for women and for 35 different groupings of institutions. The major stratifying factors are institutional race (predominantly black versus predominantly white), control (public, private-nonsectarian, Roman Catholic, Protestant), type (university, four-year college, two-year college), and the selectivity level of the institution. A major trend identified by the survey indicates a rise in student activism: more students are reporting having been involved in demonstrations and expecting to be involved in their college years. In addition, the environment and racial discrimination continue to be among the top concerns of students. Student interest in business careers showed a modest decline down to 21.8 percent from 24.6 percent in 1987, interest in the computer field has declined as well. Degree aspirations for postgraduate study continued to rise to a record level of 59.6 percent of the freshmen surveyed in 1989. In addition, the survey indicates that drug and alcohol use appears to be declining. Appendices contain the research methodology, the 1990 Student Information Form, a list of institutions participating in the Freshmen Survey, and a sample report furnished to the participating campuses. (GLR)