Education Commons^™

Differences Between First-Generation And Continuing-Generation College Students In Psychological Need Fulfillment, Academic Engagement, And Retention, Cole A. Holt

All NMU Master's Theses

First-generation college students (FGCS) often struggle to find academic success unlike continuing-generation college students (CGCS) who often obtain higher GPA by the end of the semester. Using self-determination theory (SDT) as a lens, differences between FGCS and CGCS both at the beginning and end of the semester were investigated. Measures included psychological need fulfillment (autonomy, competence, relatedness), academic self-regulation (relative autonomy index), stress, academic engagement (learning involvement), academic performance (GPA), and retention. Between groups t-tests were used to assess differences in FGCS and CGCS, whereas multiple regression analyses were conducted to test relationships among the measured variables. FGCS reported …

Involvement And Campus Climate On The Academic Success Of Black College Students, Tyries Delemar

Cal Poly Humboldt theses and projects

There has been an increasing number of Black students entering into higher education, but they continue to have disparities in academic achievement when compared to White students. An institution's campus climate has been found to influence student success. This study seeks to examine the factor of campus climate, specifically negative campus racial climate (NCRC), as it relates to the GPA and university satisfaction of Black students at a rural institution. The study adds to the literature by exploring the degree to which involvement (Faculty (FOI) and Club/Organization Involvement (COI)) may act as a moderating force within the relationship.

Three surveys …

Factors Predicting Academic Achievement Among Hispanic Community College Students, Lisa Marcelino

Walden Dissertations and Doctoral Studies

Hispanic college students are more at risk of poor academic performance and dropping out than any other racial group. The Hispanic college population continues to grow, yet rates of retention and achievement for this group continue to decline. Previous research on Hispanic college students has examined factors that contribute to underachievement and declining graduation rates, but they are limited to students attending 4-year institutions. This study examined if grade point averages (GPAs) were affected by levels of self-efficacy, resiliency, and sensation seeking. Bandura's self-efficacy and social cognitive theories along with Zuckerman and Kuhlman's theory of sensation-seeking were the theoretical frameworks …

The Role Of Social Capital And Internal Locus Of Control In The Academic Achievement Of Traditionally Disadvantaged Students, Randy Couwenhoven

Ed.D. Dissertations

The academic achievement gap between minority and low socioeconomic status children and their more advantaged counterparts is a well-documented phenomenon. Many factors have contributed to this gap. The current quantitative, non-experimental, fixed-research design study has examined the potential of three social capital variables and locus of control to predict academic achievement. From a sample of 98 high school seniors, the results indicated that none of the independent variables studied were significant predictors of academic achievement for disadvantaged students. However, feelings of parental rejection were found to be a statistically significant negative predictor of grade point average (GPA) for the No …

Social Support, Prior Interracial Experiences, And Network Orientation: Factors Related To Later Adjustment Among Black Freshmen At A Predominantly White University, Calvin Graham

Psychology Theses & Dissertations

African-American students (mostly Freshmen) enrolled for the first year at a four-year university completed information about the racial composition of their high school, family income, living arrangements, and stressor prior to entering school. At two times during the first semester they completed measures of social support, network orientation and adaptation to college. Information about Grade Point Average (GPA) for the following term and attendance at the University one year later were also obtained. Racial composition of high school had some affect on social support at the university: Students from integrated and mainly Black high schools reported more social support satisfaction …

The Effects Of Athletic Participation On Self-Concept, Daily School Attendance, And Grade Point Average Of Female Seventh-Grade Students In Urban Schools, David L. Olah

Theses and Dissertations in Urban Services - Urban Education

This study examined the effects of athletic participation on self-concept, daily school attendance, and grade point average on 503 seventh grade students in urban middle schools. A 2 x 3 factorial MANOVA analyzed self-concept data to determine differences in self-concept associated with the levels of athletic participation with that of pre- and post-treatment test periods. Tukey's post hoc tests were incorporated when a significant F ratio was demonstrated (p< 0.05). Significant differences were noted in four areas of self-concept as defined by Piers-Harris (1984): (1) intellectual and school status (Tukey, p< 0.05), (2) physical appearance and attributes (Tukey, p< 0.05), (3) anxiety (Tukey, p< 0.05), and (4) popularity (Tukey, p< 0.05). No significant differences were noted in three areas of self-concept: (1) behavior, (2) happiness and satisfaction, and (3) self-concept total.

A 3 x 3 factorial ANOVA demonstrated statistical differences in daily school attendance between female students participating in interscholastic athletics with female students not participating in interscholastic athletics. Daily school attendance …