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Full-Text Articles in Education
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 …
Examining Academic Engagement Among Elementary Students: The Role Of Parent-Child And Teacher-Student Relationships, Courtney Brooke Tolinski
Examining Academic Engagement Among Elementary Students: The Role Of Parent-Child And Teacher-Student Relationships, Courtney Brooke Tolinski
Wayne State University Dissertations
The purpose of this study was to explore academic engagement and academic achievement among elementary-aged students and examine the role of students' relationships with teachers and parents in academic engagement. The participants (n=354) were students enrolled in the third, fourth or fifth grade from a rural school district in southeastern Michigan. Academic engagement varied by grade, where students in 5th grade displayed lower levels of engagement than students in the third and fourth grade. Males were also found to display increased levels of behavioral disaffection than females. Relational support was correlated with academic engagement across both the parent-child and teacher-student …