Education Commons^™

Learning Mindset Dimensions And Completion Status Of Tennessee Community College Students, Donna Sue M. Shellman

Electronic Theses and Dissertations

The purpose of this nonexperimental, quantitative study was to analyze relationships between three learning mindset dimensions (growth mindset; purpose and value; and sense of belonging) to retention and persistence to graduation among first-time, full-time Tennessee community college student graduates and nongraduates who attended one of 13 institutions in Fall 2019. In addition to comparing Tennessee community college graduates and nongraduates’ learning mindset dimensions, I analyzed student subgroups to explore those dimensions with regard to gender and race. Additional analyses included correlations between students’ growth mindset scores; purpose and value scores; and social belonging scores.

Analyses included Tennessee Board of Regents’ …

Tennessee Promise And Two-Year Community College Retention And Graduation In Rural Appalachia, Tammy Dycus

Electronic Theses and Dissertations

The purpose of this quantitative, non-experimental study was to explore the relationship between the implementation of the Tennessee Promise scholarship program and the two-year Tennessee community college retention rates and graduation rates of first-time, full-time Tennessee students from rural Appalachian counties. Results from this study may help higher education stake-holders better understand the features of Tennessee Promise that are influencing an increase in community college retention and graduation rates for Tennessee students from rural Appalachian counties. The theoretical framework that guided this research was the social capital framework. Data including use of Tennessee Promise, county of origin, retention, and graduation …

The Relationship Between Academic Self-Efficacy And Academic Achievement Of First-Time First-Year Students Enrolled At A Technical College, Heather Marie Hoppe

Electronic Theses and Dissertations

Student persistence, retention, and completion are continued concerns in higher education. While external influences contribute to persistence and retention, the focus of this research study was to determine the academic self-efficacy and self-regulated factors that influence the academic achievement of first-time first-year students who persist from the fall to spring semester at a Southeastern technical college. One hundred four first-time first-year students who persisted from fall 2021 to spring 2022 completed an Academic Self-Efficacy Survey. There were five significant predictors identified in the analysis. The three self-regulated learning tasks: “I can finish homework assignments by deadlines,” “I can organize my …

Exploring The Upward Transfer Advising Experience Of First-Generation Latinx Community College Students, Lizette Avalos-Morales

Electronic Theses and Dissertations

The purpose of this qualitative study was to investigate the student experience of Latinx first-generation community college students who graduated from a community college and transferred to a 4-year university. The research examined if intrusive advising served as a mechanism to aid academic persistence despite the challenges of first-generation Latinx students. Eleven first-generation community college students who graduated from a Hispanic Serving Institution in southwest Kansas were interviewed. The thematic analysis conducted led to five themes emerging. The themes included family, meaningful relationships, belonging, independence, and embracing uncertainty. The theme of family was separated into two subthemes: family support and …