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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 …
A Comparative Study Of Student Engagement Based On Intercollegiate Athletics Participation, David Woolever
A Comparative Study Of Student Engagement Based On Intercollegiate Athletics Participation, David Woolever
Doctoral Dissertations and Projects
The concept of retention in higher education institutions is certainly a hot topic. Institutions have explored first year seminars, engagement with faculty and creating a culture of connectivity and belongingness among the student population to include extra-curricular activities in creating an engaged student that will persist until graduation. Furthermore, academic engagement among student-athletes is one topic that has that has been somewhat neglected while institutions look at ways to increase retention via creating a culture of involvement. In addition, the Student Engagement Instrument (SEI), initially designed to measure engagement among secondary students has rarely been utilized to examine academic engagement …
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 …
Advance Organizers In Secondary Special Education Resource Classrooms: Effects On Student Engagement Behaviors, Lisa King
Doctoral Dissertations and Projects
Student engagement and appropriate behaviors are essential for effective instruction in secondary special education classrooms. Research suggests that proactive engagement strategies and interventions can have a greater effect on overall classroom behaviors than negative consequences. A single case experiment measured the effects of expository advance organizers on academically engaged behavior, respectful behavior, and disruptive behavior in the special education self-contained resource classroom. The single-case A-B-A-B design for this study evaluates these components of student engagement during academic instruction over a four-week period. Three secondary special education small-group resource Language Arts classes from a Northeast Georgia high school comprised the subject …