Motivational Beliefs and Use of Learning Strategies During the First-Year of College: A Longitudinal Study

Examined differences between eventual graduates and eventual dropouts in a longitudinal study of college men. Predictor variables were obtained early in the first year of college and attrition status was assessed after four years. A linear combination of academic ability, family legacy status, specific stress perceptions, and self-perceived social alienation was found to predict attrition status.

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Homesickness and adjustment across the first year of college: A longitudinal study.

Emotion ◽

10.1037/emo0000235 ◽

2017 ◽

Vol 17 (1) ◽

pp. 1-5 ◽

Cited By ~ 7

Author(s):

Tammy English ◽

Jordan Davis ◽

Melissa Wei ◽

James J. Gross

Keyword(s):

Longitudinal Study ◽

First Year ◽

First Year Of College

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The First Year of College

10.1017/9781316811764 ◽

2017 ◽

Cited By ~ 2

Keyword(s):

First Year ◽

First Year Of College

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FACTORS LEADING TO GAINS IN MATHEMATICS DURING THE FIRST YEAR OF COLLEGE: AN ANALYSIS BY GENDER AND ETHNICITY

Journal of Women and Minorities in Science and Engineering ◽

10.1615/jwomenminorscieneng.v3.i3.40 ◽

1997 ◽

Vol 3 (3) ◽

pp. 185-202 ◽

Cited By ~ 7

Author(s):

Linda Serra Hagedorn ◽

M. Vali Siadat ◽

Amaury Nora ◽

Ernest T. Pascarella

Keyword(s):

First Year ◽

First Year Of College

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A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽

10.2202/0027-6014.1094 ◽

1999 ◽

Vol 37 (1) ◽

pp. 1-10 ◽

Cited By ~ 21

Author(s):

Cheryl Beil ◽

Carol A. Reisen ◽

Maria Cecilia Zea ◽

Robert C. Caplan

Keyword(s):

Longitudinal Study ◽

Social Integration ◽

Academic Integration ◽

Research University ◽

First Year ◽

First Year Students ◽

First Semester ◽

Academic And Social Integration ◽

Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

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Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports

Journal of Positive Behavior Interventions ◽

10.1177/1098300721996084 ◽

2021 ◽

pp. 109830072199608

Author(s):

Angus Kittelman ◽

Sterett H. Mercer ◽

Kent McIntosh ◽

Robert Hoselton

Keyword(s):

Longitudinal Study ◽

Behavioral Interventions ◽

Structural Equation ◽

Equation Modeling ◽

Optimal Timing ◽

First Year ◽

Tier 2 ◽

Positive Behavioral Interventions ◽

Tier 1 ◽

Tier 3

The purpose of this longitudinal study was to examine patterns in implementation of Tier 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tier 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.

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Association of transportation noise with sleep during the first year of life: A longitudinal study

Environmental Research ◽

10.1016/j.envres.2021.111776 ◽

2021 ◽

pp. 111776

Author(s):

Christine Blume ◽

Sarah F. Schoch ◽

Danielle Vienneau ◽

Martin Röösli ◽

Malcolm Kohler ◽

...

Keyword(s):

Longitudinal Study ◽

First Year ◽

Transportation Noise ◽

First Year Of Life

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Longitudinal Study of Music Therapy’s Effectiveness for Premature Infants and Their Caregivers (LongSTEP): Feasibility Study With a Norwegian Cohort

Journal of Music Therapy ◽

10.1093/jmt/thaa023 ◽

2021 ◽

Author(s):

Claire M Ghetti ◽

Bente Johanne Vederhus ◽

Tora Söderström Gaden ◽

Annette K Brenner ◽

Łucja Bieleninik ◽

...

Keyword(s):

Longitudinal Study ◽

Feasibility Study ◽

Premature Infants ◽

Neonatal Intensive Care ◽

Perinatal Period ◽

First Year ◽

Structured Interviews ◽

Post Discharge ◽

Critical Realist ◽

Musical Interaction

Abstract Premature infants and their parents experience significant stress during the perinatal period. Music therapy (MT) may support maternal–infant bonding during this critical period, but studies measuring impact across the infant’s first year are lacking. This nonrandomized feasibility study used quantitative and qualitative methods within a critical realist perspective to evaluate the feasibility, acceptability, and suitability of the treatment arm of the Longitudinal Study of music Therapy’s Effectiveness for Premature infants and their caregivers (LongSTEP) (NCT03564184) trial with a Norwegian cohort (N = 3). Families were offered MT emphasizing parent-led infant-directed singing during neonatal intensive care unit (NICU) hospitalization and across 3 months post-discharge. We used inductive thematic analysis of semi-structured interviews with parents at discharge from NICU and at 3 months and analyzed quantitative variables descriptively. Findings indicate that: (1) parents of premature infants are willing to participate in MT research where parental voice is a main means of musical interaction; (2) parents are generally willing to engage in MT in NICU and post-discharge phases, finding it particularly interesting to note infant responsiveness and interaction over time; (3) parents seek information about the aims and specific processes involved in MT; (4) the selected self-reports are reasonable to complete; and (5) the Postpartum Bonding Questionnaire appears to be a suitable measure of impaired maternal–infant bonding. Parents reported that they were able to transfer resources honed during MT to parent–infant interactions outside MT and recognized parental voice as a central means of building relation with their infants. Results inform the implementation of a subsequent multinational trial that will address an important gap in knowledge.

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