Social support and academic outcomes of U.S.- born versus immigrant-origin Black undergraduates

2008 ◽  
Author(s):  
Jesse J. Tauriac ◽  
Jennifer M. Hamilton ◽  
Joan H. Liem
Keyword(s):  
Social Support ◽  
Academic Outcomes ◽  
Black Undergraduates

Social support, academic adversity and academic buoyancy: a person-centred analysis and implications for academic outcomes

2016 ◽  
Vol 37 (5) ◽  
pp. 550-564 ◽  
Author(s):  
Rebecca J. Collie ◽  
Andrew J. Martin ◽  
Dorothy Bottrell ◽  
Derrick Armstrong ◽  
Michael Ungar ◽  
...  
Keyword(s):  
Social Support ◽  
Academic Outcomes ◽  
Academic Buoyancy

scholarly journals Associations between the Wellbeing Process and Academic Outcomes

2019 ◽  
pp. 1-10
Author(s):  
Andrew P. Smith ◽  
Kirsty L. Firman
Keyword(s):  
Social Support ◽  
Grade Point Average ◽  
Academic Outcomes ◽  
Online Survey ◽  
High Stress ◽  
Anxiety And Depression ◽  
Grade Point ◽  
Perceived Workload ◽  
Negative Coping ◽  
Main Factor

Background: The Student Wellbeing Process Questionnaire (Student WPQ) has been used to identify predictors of both positive and negative wellbeing. These variables can now be used to investigate whether different aspects of the wellbeing process are associated with academic outcomes. Aims: The wellbeing process involves established predictors such as exposure to stressors, negative coping, social support, positive personality, and conscientiousness. The wellbeing outcomes are positive (e.g. happiness, positive affect, and life satisfaction), and negative (e.g. stress, anxiety and depression). The aim was to examine associations between these variables and academic outcomes (Grade Point Average [GPA]; perceived efficiency; perceived course stress, and perceived workload). Methodology:  The research described in this paper was carried out with the approval of the ethics committee, School of Psychology, Cardiff University, and the informed consent of the participants (1296 psychology undergraduates; 89.4% female; 49.7% year 1; mean age 19.5 years). An online survey was carried out and this included the Student WPQ and academic outcomes. A MANOVA was conducted to examine associations between the wellbeing process variables and the academic outcomes. Results: The main factor associated with the academic outcomes was conscientiousness. Those in the high conscientiousness category had higher GPA sores, reported greater efficiency and higher course stress and workload. GPA scores were also associated with student stressors, with those in the high stress category having lower GPA scores. Greater efficiency was associated with higher scores for positive wellbeing and social support, and lower negative coping. Higher course stress was associated with higher scores for exposure to stressors, negative coping and negative wellbeing. Higher negative wellbeing was also associated with higher perceived workload. Conclusion: Conscientiousness is the best predictor of academic outcomes. Other components of the wellbeing process have selective effects on academic outcomes.

scholarly journals On-Campus Social Support and Hope as Unique Predictors of Perceived Ability to Persist in College

2018 ◽  
Vol 22 (3) ◽  
pp. 522-543 ◽  
Author(s):  
Deanna D’Amico Guthrie ◽  
Veronica Fruiht
Keyword(s):  
Social Support ◽  
College Students ◽  
Academic Success ◽  
Ethnic Minorities ◽  
Academic Outcomes ◽  
Personal Agency ◽  
Perceived Ability ◽  
Predict Academic Success ◽  
Meaningful Relationships

The psychological construct of hope, characterized by goal-directed thinking rooted in personal agency and the ability to develop pathways to achieve goals, has long been demonstrated to predict academic success. A sample of 994 undergraduates participated in this study to better understand the role of hope and on-campus social support in predicting students’ perceived ability to persist and succeed in college. Results demonstrated that on-campus support, particularly from teachers and professors, significantly predicted academic outcomes and hope. In addition, we found evidence of a support gap in which students from underrepresented ethnic minorities were far more likely to report that they had no support from educators on campus. Findings demonstrate the need for more research on the role of social support in developing hope in college students and highlight the value of encouraging meaningful relationships between students and faculty on campus.

Executive Functions and Clinical and Academic Outcomes in Speech-Language Pathology Graduate Students

2020 ◽  
Vol 5 (5) ◽  
pp. 1221-1230
Author(s):  
Jane Roitsch ◽  
Kimberly A. Murphy ◽  
Anastasia M. Raymer
Keyword(s):  
Executive Function ◽  
Academic Outcomes ◽  
Graduate Program ◽  
Performance Outcomes ◽  
Future Research ◽  
Speech Language Pathology ◽  
Grade Point ◽  
Praxis Ii ◽  
Language Pathology ◽  
Preliminary Study

Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of objective EF scores and self-reported EF scores were related to clinical and academic outcomes of graduate speech-language pathology students. Conclusion As results of this preliminary study suggest that EF tests may be related to clinical and academic outcomes, future research can move to study the potential role of EF measures in the graduate admissions process in clinical graduate programs such as speech-language pathology.

Complex Trauma and Prenatal Alcohol Exposure: Clinical Implications

2012 ◽  
Vol 13 (2) ◽  
pp. 32-42 ◽  
Author(s):  
Yvette D. Hyter
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
Child Development ◽  
Academic Outcomes ◽  
Complex Trauma ◽  
Prenatal Alcohol Exposure ◽  
Alcohol Exposure ◽  
Clinical Implications ◽  
Prenatal Alcohol ◽  
The Brain

Abstract Complex trauma resulting from chronic maltreatment and prenatal alcohol exposure can significantly affect child development and academic outcomes. Children with histories of maltreatment and those with prenatal alcohol exposure exhibit remarkably similar central nervous system impairments. In this article, I will review the effects of each on the brain and discuss clinical implications for these populations of children.

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