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First-Generation College Graduates’ Perceptions Of Participating In Required Academic Advising Sessions For Degree Completion, Frances Paige Fowler
First-Generation College Graduates’ Perceptions Of Participating In Required Academic Advising Sessions For Degree Completion, Frances Paige Fowler
Walden Dissertations and Doctoral Studies
Many first-generation students enter college underprepared, leading them to face challenges that include failure to persist to degree completion. Empirical literature informs how academic advising programs help students persist to degree completion; however, a literature gap exists related to how regularly required academic advising programs influence students to persist to degree completion. This basic qualitative study provides insight into the perceptions of first-generation college graduates regarding how their regularly required academic advising sessions helped them to persist to degree completion. The conceptual framework is Tinto’s theory of student retention, which addresses students’ academic and social integration. Eight first-generation college graduates …
First-Generation College Graduates’ Perceptions Of Participating In Required Academic Advising Sessions For Degree Completion, Frances Paige Fowler
First-Generation College Graduates’ Perceptions Of Participating In Required Academic Advising Sessions For Degree Completion, Frances Paige Fowler
Walden Dissertations and Doctoral Studies
Many first-generation students enter college underprepared, leading them to face challenges that include failure to persist to degree completion. Empirical literature informs how academic advising programs help students persist to degree completion; however, a literature gap exists related to how regularly required academic advising programs influence students to persist to degree completion. This basic qualitative study provides insight into the perceptions of first-generation college graduates regarding how their regularly required academic advising sessions helped them to persist to degree completion. The conceptual framework is Tinto’s theory of student retention, which addresses students’ academic and social integration. Eight first-generation college graduates …
Academic Advising For Students’ Success At The Community College Level In The West Indies, Delores Imelda Stapleton Harris
Academic Advising For Students’ Success At The Community College Level In The West Indies, Delores Imelda Stapleton Harris
Walden Dissertations and Doctoral Studies
Community colleges expect their employees to promote academic success and propel students to graduation by providing a range of services, including academic advising. Increasingly, advising professionals continue to extoll the benefits of effective academic advising. The problem of the lack of enough trained advisers and information about the effects of academic advising on students’ success at a college in the West Indies was addressed in this study. Schlossberg’s transition theory and Bloom et al.’s appreciative advising theory were used in this basic qualitative study to explore the perceptions of 8 former students who graduated up to 3 years prior to …
Advisors’ Perceptions Of Honors College Students’ Experiences Of Stress And Autonomy, Brandy Stanton Roye
Advisors’ Perceptions Of Honors College Students’ Experiences Of Stress And Autonomy, Brandy Stanton Roye
Walden Dissertations and Doctoral Studies
Honors college students experience stress and anxiety, which has the potential to affect their psychological well-being. The advice of honors academic advisors may influence the psychological well-being of honors students through recommendations of college engagement that can assist in the development of autonomy and self-authorship. Baxter Magolda’s concepts of autonomy and self-authorship and Ryff’s scales of psychological well-being were the conceptual framework used to examine the perceptions of honors college advisors regarding how cocurricular opportunities influence the reduction of student stress and anxiety and the increase of student autonomy and self-authorship. Using a basic qualitative approach, interviews were conducted with …
Academic Advising Methods And First-Year Full-Time Community College Student Achievement, Bernard J. Gantt
Academic Advising Methods And First-Year Full-Time Community College Student Achievement, Bernard J. Gantt
Walden Dissertations and Doctoral Studies
Poor student achievement at some community colleges results in low retention and graduation rates. Addressing the problem of unpreparedness for college with good academic advising may help to improve student achievement. The purpose of this study was to determine whether there is a difference in the academic achievement of 1st year full-time (FYFT) community college students, based on having received 1 semester of any of 4 different academic advising methods (prescriptive, developmental, intrusive, proactive) while controlling for high school grade point average (GPA). Bandura's social learning theory was used as the theoretical framework. A quantitative research method, deploying 1 research …