Do Reentry Women Have Special Needs?

1980 ◽  
Vol 4 (4) ◽  
pp. 591-595 ◽  
Author(s):  
M. Suzanne Badenhoop ◽  
M. Kelly Johansen
Keyword(s):  
Special Needs ◽  
Undergraduate Students ◽  
Questionnaire Survey ◽  
California State University ◽  
Grade Point Averages ◽  
Educational Goals ◽  
State University ◽  
Reentry Women ◽  
Grade Point ◽  
Campus Services

Reentry and nonreentry women were compared on their reasons for being in school, goals associated with education, and campus services used or wanted. Eighty-two California State University, Hayward, undergraduate students volunteered to participate in the questionnaire survey. Reentry women were found to be more self-motivated, with higher educational goals, and higher grade point averages than nonreentry women. Reentry women also made less use of currently available student services. Reasons for this lack of use, and suggestions for future services were explored.

scholarly journals Major Re-selection Advising and Academic Performance

2017 ◽  
Vol 37 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Deborah McKenzie ◽  
Tony Xing Tan ◽  
Edward C. Fletcher ◽  
Andrea Jackson-Williams
Keyword(s):  
Regression Analysis ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Grade Point Averages ◽  
Control Group ◽  
Control Group Design ◽  
Grade Point ◽  
Group Design ◽  
Quasi Experimental ◽  
Positive Effect

We sought to determine whether receiving major re-selection (MRS) advising benefits undergraduate students' grade-point averages (GPAs). We used a quasi-experimental nonequivalent control group design to compare a treatment group (n = 219) of undergraduates who changed their majors after receiving MRS advising with a control group (n = 206) who changed majors without advising during the same semester as the treatment group. Findings showed that, on average, students who received MRS experienced no change in their program GPA but an increase in their semester GPA; however, the control group experienced a decrease in program and semester GPAs. Multiple regression analysis confirmed that MRS advising had a positive effect on posttest semester GPAs (β = .33, p < .001) and program GPAs (β = .28, p < .001). Implications for student advising are discussed.

Career Development Courses and Educational Outcomes

2016 ◽  
Vol 44 (3) ◽  
pp. 209-223 ◽  
Author(s):  
Jamie M. Hansen ◽  
Aaron P. Jackson ◽  
Tyler R. Pedersen
Keyword(s):  
College Students ◽  
Career Development ◽  
Undergraduate Students ◽  
Educational Outcomes ◽  
Graduation Rate ◽  
Grade Point Averages ◽  
Grade Point ◽  
Career Course ◽  
The Impact ◽  
Development Course

Research suggests that career development courses have positive impacts on college students’ career development outputs. What is less established is the impact of these career courses on educational outcomes like retention, graduation rate, and academic performance. This study compared two groups of undergraduate students: one that successfully completed a career development course ( n = 3,546) and a matched group of students who did not take the career course ( n = 3,510). The groups were compared on graduation rate, time to graduation, course withdrawals, and cumulative grade point averages (GPAs). The career development course was not a significant predictor of graduation within 6 years, the number of semesters to graduate, or the number of withdrawals incurred. However, the career development course did significantly predict the total number of credits (participants graduated with about five more credits) and cumulative GPA at graduation (participants graduated with higher GPAs).

Off-campus informal learning spaces selection: A Bangkok private university case study

2019 ◽  
Vol 6 (5) ◽  
pp. 17-27
Author(s):  
Sonthya Vanichvatana
Keyword(s):  
Informal Learning ◽  
Undergraduate Students ◽  
Private University ◽  
Learning Preferences ◽  
Grade Point Averages ◽  
Learning Spaces ◽  
Grade Point ◽  
Formal And Informal Learning ◽  
Questionnaire Surveys

Informal learning spaces (ILS) include both inside and outside library spaces and university’s borderline. A university has its duty to provide classrooms and other supporting spaces for formal and informal learning. Nevertheless, the arrangement of such spaces might not logically and functionally match learning preferences and behaviours of students, who are prime users. The deficiency of on-campus ILS might drive students to use off-campus ILS. The understanding of why students select offcampus ILS can reflect any absence and inadequacy of on-campus ILS. The objective was to study where and why undergraduate students of business school select off-campus ILS. This research used students of a Bangkok private university as a case study. The research method was through quantitative analysis and descriptive data analysis, using questionnaire surveys conducted during March 2018. Students with any levels of grade point averages and undergraduate levels had similar preferences for using and not using off-campus ILS. Keywords: Informal learning, learning spaces, ILS, HEI, off-campus, Bangkok.

Exploring the Relationship between Recreational Sports Employment and Academic Success

2007 ◽  
Vol 31 (1) ◽  
pp. 69-74 ◽  
Author(s):  
Matthew W. Hackett
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Grade Point Averages ◽  
Student Employment ◽  
Recreational Sports ◽  
Grade Point ◽  
Credit Hours ◽  
Student Employees ◽  
Part Time ◽  
The Relationship

This study examined the relationship between part-time student employment in a recreational sports department and academic success as measured by grade point averages (GPA) and number of credit hours enrolled. Three hundred and thirty undergraduate recreational sports student employees were compared to a random sample of 350 undergraduate students who were not employed by the department of recreational sports. A positive connection was identified between employment with the recreational sports department and academic success. Freshmen and junior recreational sports employees had statistically significant higher GPAs than the freshmen and juniors in the general student population. However, working with the recreational sports department did not have an effect on the number of credit hours enrolled.

scholarly journals Academic Dismissal, Readmission Conditions, and Retention: A Study of Social Science Majors

1993 ◽  
Vol 13 (1) ◽  
pp. 18-22 ◽  
Author(s):  
Graham C. Kinloch ◽  
Geraldine A. Frost ◽  
Charles MacKay
Keyword(s):  
Academic Success ◽  
Social Science ◽  
Transfer Students ◽  
Relative Effectiveness ◽  
Grade Point Averages ◽  
Science Majors ◽  
State University ◽  
Science Students ◽  
Grade Point ◽  
Academic Dismissal

This project attempts to assess the relative effectiveness of readmission conditions among approximately 500 social science majors at a large state university, supplemented by an analysis of the retention status of almost 7,800 social science students at the same institution. Whites, African-Americans, Hispanics, males, juniors, transfer students, those in their mid-20s, those with interdisciplinary and limited-access majors, and those with low high school grade point averages (GPAs) appear to be most at risk. However, academic success among those who are readmitted is significantly associated only with gender, quality point deficit, and readmission conditions.

Relationship between Cognitive Processing Style and Academic Achievement

1994 ◽  
Vol 78 (3) ◽  
pp. 813-814
Author(s):  
Raymond F. Martinetti
Keyword(s):  
Academic Achievement ◽  
Cognitive Processing ◽  
Undergraduate Students ◽  
Low Achievers ◽  
Grade Point Averages ◽  
High Achievers ◽  
High Grade ◽  
Grade Point ◽  
Processing Style ◽  
Opposite Tendency

3 groups of 36 undergraduate students with low, average, and high grade point averages differed in cognitive style. High achievers scored high on amount and enjoyment of imaginal life and low on suppression. Low achievers exhibited the opposite tendency.

scholarly journals Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’

2021 ◽  
Author(s):  
Chris Maharaj ◽  
Erik Blair ◽  
Margo Burns
Keyword(s):  
At Risk ◽  
Early Intervention ◽  
Undergraduate Students ◽  
Attribution Theory ◽  
Intervention Group ◽  
Grade Point Averages ◽  
Intervention Programme ◽  
Post Intervention ◽  
Grade Point ◽  
Social Success

This paper outlines an early intervention programme based upon the belief that being proactive rather than reactive increases a student’s academic and social success. Twenty-one students from a cohort of 40 who were identified as being ‘at risk’ participated in a three-session mentoring programme. Grade-point averages (GPAs) were recorded pre- and post- intervention, for both the intervention group and those who did not participate in the programme. Results are interpreted through the lens of Attribution Theory – in which outcomes are related to how perceived challenges are addressed. The results show that, on average, the GPAs for those who received mentoring improved by 35% between semester 1 and semester 2, whereas the non-intervention group only increased their GPAs by an average of 15%.

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