scholarly journals A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university

2020 ◽  
Vol 6 (29) ◽  
pp. eaba4677 ◽  
Author(s):  
Mary C. Murphy ◽  
Maithreyi Gopalan ◽  
Evelyn R. Carter ◽  
Katherine T. U. Emerson ◽  
Bette L. Bottoms ◽  
...  
Keyword(s):  
Disadvantaged Students ◽  
First Year ◽  
Post Intervention ◽  
Multiple Control ◽  
First Year Students ◽  
Socially Disadvantaged ◽  
Randomized Intervention ◽  
Historically Disadvantaged ◽  
American Society ◽  
One Year

Broad-access institutions play a democratizing role in American society, opening doors to many who might not otherwise pursue college. Yet these institutions struggle with persistence and completion. Do feelings of nonbelonging play a role, particularly for students from groups historically disadvantaged in higher education? Is belonging relevant to students’ persistence—even when they form the numerical majority, as at many broad-access institutions? We evaluated a randomized intervention aimed at bolstering first-year students’ sense of belonging at a broad-access university (N = 1,063). The intervention increased the likelihood that racial-ethnic minority and first-generation students maintained continuous enrollment over the next two academic years relative to multiple control groups. This two-year gain in persistence was mediated by greater feelings of social and academic fit one-year post-intervention. Results suggest that efforts to address belonging concerns at broad-access, majority-minority institutions can improve core academic outcomes for historically disadvantaged students at institutions designed to increase college accessibility.

The Role of Social Adjustment in a Collegiate Behavioral Activation Program

2021 ◽  
pp. 014544552110476
Author(s):  
Julia W. Felton ◽  
Justin D. Triemstra ◽  
Elizabeth K. Reynolds ◽  
Nicole Hale ◽  
Jessica F. Magidson ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Social Adjustment ◽  
Behavioral Activation ◽  
Secondary Data ◽  
Activity Level ◽  
First Year ◽  
Post Intervention ◽  
First Year Students ◽  
Orientation Course

The transition to college is associated with significant changes in social support networks and concomitant increases in depressive symptoms. First-year students who are more socially engaged within their new academic settings may experience greater overall wellbeing. Behavioral activation (BA) is an evidence-based intervention which promotes individuals’ engagement with valued activities and has been examined as a possible primary prevention for depressive symptoms among first-year students. Yet, the important role of social adjustment, and its impact on students’ activity level, has not yet been considered. The current study is a secondary data analysis of research evaluating a BA-based intervention embedded into a first-year orientation course. The aim of the project was to evaluate the efficacy of BA on improving social adjustment and the effect of social adjustment on subsequent depressive symptoms. A diverse sample of college students ( n = 71) attending a state university in the mid-Atlantic region reported on their levels of depression, behavioral activation, and social adjustment. Students then received either BA or standard programming. Results suggest that improved engagement in valued activities at mid-intervention was associated with increases in students’ perceptions of their own social adjustment. This, in turn, predicted steeper decreases in rates of depressive symptoms post-intervention. Findings also indicate that greater social adjustment improved the efficacy of a BA-based intervention in reducing depressive symptoms, but had no impact on depressive symptoms for students receiving the standard orientation programming.

Assessment of a Self-regulated Learning Intervention

2014 ◽  
Vol 17 ◽  
Author(s):  
Julio A. González-Pienda ◽  
Estrella Fernández ◽  
Ana Bernardo ◽  
José C. Núñez ◽  
Pedro Rosário
Keyword(s):  
Learning Strategies ◽  
Intervention Program ◽  
Study Time ◽  
Control Group ◽  
First Year ◽  
Use Of Self ◽  
Post Intervention ◽  
First Year Students ◽  
Self Regulated Learning ◽  
Regulated Learning

AbstractFollowing a pretest-posttest design with no control group, this paper evaluates the efficacy of an intervention program. Consisting of twelve sessions, the program endeavored to increase knowledge and use of self-regulated learning strategies, as well as study time, in 277 first-year students in the Spanish secondary education system. The intervention’s efficacy was assessed in terms of three variables: knowledge of self-regulated learning strategies, use of self-regulated learning strategies, and study time. The results of post-intervention data analysis indicate that statistically significant changes occurred in students’ knowledge of self-regulated learning strategies and weekly study time, but not in their use of self-regulated learning strategies. When the sample was stratified into three groups (high, moderate, and low) according to baseline scores on the dependent variables, our findings show that students in the lower group profited most from the intervention on all three variables. This suggests that participation in the program is especially useful for at-risk students (i.e. those with little knowledge and use of effective learning strategies).

scholarly journals Extensive reading in a tertiary reading programme: Students’ accounts of affective and cognitive benefits

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Naomi A. Boakye
Keyword(s):  
Reading Speed ◽  
Reading Proficiency ◽  
First Year ◽  
Extensive Reading ◽  
Reading Habits ◽  
Intervention Programme ◽  
Post Intervention ◽  
First Year Students ◽  
Reading Levels ◽  
Cognitive Benefits

This article reports on the extensive reading (ER) component of a reading intervention programme to improve first-year students’ reading proficiency. To make the intervention more practical and to accelerate improvement, an ER component was included in the programme. Two groups of first-year students (high-risk and low-risk) were required to read short stories and novels of their choice and to record their affective and cognitive experiences during the reading to submit as a portfolio. In addition, students answered pre- and post-intervention questionnaires on their reading habits. Students were selected based on their performance in a reading test and interviewed to gain more insight into their reading experiences. The questionnaires were analysed using the t-test, and the interview responses were analysed by content analysis. The findings show that students had benefited from ER. Questionnaire results show that students’ reading habits had improved significantly. The reports from the interviews and inventories show that students’ affective and cognitive reading levels, including reading speed, had also improved. Students also reported on the transfer of reading strategies from their ER to their academic reading. Based on the findings, recommendations are made for reading programmes at the tertiary level, specifically at this institution, to include ER in order to complement explicit teaching, instil motivation and accelerate the improvement of students’ reading proficiency.

scholarly journals Working out of health related power lifting training program for first year students with muscular skeletal apparatus affections

2015 ◽  
Vol 19 (5) ◽  
pp. 54-61
Author(s):  
Qiang San Zhen
Keyword(s):  
Motor Skills ◽  
Social Adaptation ◽  
Health Improvement ◽  
First Year ◽  
Functional Fitness ◽  
First Year Students ◽  
Health Related ◽  
One Year ◽  
General Physical ◽  
Working Out

Purpose: substantiation and working out of program for health improvement of first year students with muscular skeletal apparatus affections by power lifting means. Material: in experiment, which lasted one year, 24 first year students with muscular skeletal apparatus affections participated (two groups, 12 persons in each). The students’ age was 18-20 years old. Results: optimal correlation of specific and non-specific loads - 60%:40% was found. The worked out complex of exercises for training of bench press barbell technique includes the following: special warming up exercises, exercises on special simulators and exercises with weights. As general physical training it is recommended to use complex of commonly accepted exercises. Conclusions: application of the worked out program ensures formation of steady interest to physical exercises’ practicing, strengthening of health, replenishment of motor skills’ base, training of motor qualities and functional fitness. Besides, it facilitates more effective students’ social adaptation in collective.

scholarly journals Development of Students’ Value Attitude to Their Own Health in the Process of Physical Education Under Quarantine

2021 ◽  
Vol 2 (2) ◽  
pp. 53-59
Author(s):  
Viktor Koryahin ◽  
Oksana Blavt
Keyword(s):  
Physical Education ◽  
Healthy Lifestyle ◽  
Medical Problem ◽  
First Year ◽  
First Year Students ◽  
New Information ◽  
Empirical Level ◽  
National University ◽  
One Year ◽  
Development Of Students

Purpose: identification of the effectiveness of physical education by means of remote technologies for the development of students’ value attitude to their own health in the conditions of quarantine restrictions. Materials and methods. The study involved 3,726 first-year students of the Lviv Polytechnic National University of all educational-and-scientific institutes. Research methods at theoretical and empirical levels were used to solve the tasks. At the theoretical level, general scientific methods were used (analysis, systematization, generalization). At the empirical level of the study, a questionnaire was used. Results. According to a one-year ascertaining experiment, 30% of students consider improving and strengthening of their health as a medical problem that is limited to treatment only. Nevertheless, 70% of respondents believe that it is possible to positively affect their health in the following ways: prevention of diseases by means of physical education (21%), promoting a healthy lifestyle (21%), setting up for “healthy” behavior by means of physical education (24%). When asked whether distanced physical education classes contribute to the development of value attitudes towards their health, the vast majority of students (81% of respondents) claimed that in this way they received new information that they consider useful for maintaining and improving their health. Conclusions. According to the results of the study, it was established that physical education by means of distance technologies contributes to the development of students’ understanding of the need for physical culture, especially in the context of the introduction of quarantine restrictions in higher education institutions. According to the results obtained, the vast majority of students believe that physical education, by means of distance technologies is effective in developing a valued attitude to their own health.

scholarly journals Group mentoring for junior medical students: perceptions of mentees and mentors

2009 ◽  
Vol 33 (4) ◽  
pp. 670-675 ◽  
Author(s):  
Maria de Fátima Aveiro Colares ◽  
Margaret de Castro ◽  
Cristiane Martins Peres ◽  
Afonso Diniz Costa Passos ◽  
José Fernando de Castro Figueiredo ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Personal Development ◽  
Faculty Members ◽  
Mentoring Programs ◽  
First Year ◽  
Mentoring Program ◽  
First Year Students ◽  
Group Mentoring ◽  
One Year

Entering medical school can be associated with a number of difficulties that can hinder students' performance. Mentoring programs are designed to help students circumvent difficulties and improve their learning and personal development. The current study aimed to evaluate the perceptions of both students and mentors regarding a recently introduced, group-based mentoring program designed to support first-year students. After one year of regular meetings, students and mentors' perceptions of the program were assessed by means of structured questionnaires. Response content categories were identified through multiple readings. Both regular attendees and non-participating students had positive opinions about the program. Mentors were highly satisfied at having participated and acknowledged that the program has been useful not only for assisting students, but also for fostering their own personal and professional development. In conclusion, the group-based mentoring program is feasible and can elicit positive views from both mentors and students. In addition, faculty members' participation as mentors can also be beneficial, since the program appears to contribute to their own personal and professional development

scholarly journals BEHIND THE IMPROVEMENT OF STUDENTS’ ENGLISH PROFICIENCY IN AN EMI UNIVERSITY

JURNAL SMART ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 10-23
Author(s):  
Disa Evawani Lestari
Keyword(s):  
Teaching And Learning ◽  
Sampling Method ◽  
Standardized Test ◽  
English Proficiency ◽  
First Year ◽  
First Year Students ◽  
Improvement Rate ◽  
Challenges And Opportunities ◽  
Post Test ◽  
One Year

This study aims to examine the improvement rate of students after their one-year study at an EMI university as well as to further explore the challenges and the opportunities they encounter throughout the period. To answer those questions, 100 first-year students from one EMI university were recruited as research participantsthrough a purposive sampling method: 20 participants from A1 - C1 level. The participants were assigned to do a standardized test prior to the start of their study (pre-test) and after their one-year study (post-test). The improvement rate was analyzed quantitatively using T-tests. Data about the challenges and opportunities they encounter to improve their English proficiency was collected through a questionnaire and analyzed qualitatively. The result shows that the improvement of English proficiency is experienced by all groups (A1-C1), with B2 group who get the highest improvement. From the questionnaire, it is found out that writing skill gets the least improvement.Thefactors that promote and impede their progress are also discussed. This gives valuable information which can affect English teaching and learning materials and methodology in order to maximize the opportunities of studying in an EMI university.

scholarly journals The Correlation Among The Attitudes Toward Learning English And Achievements of The First Year Students of Air Transportation Management II In CASEA Surabaya

2017 ◽  
Vol 2 (2) ◽  
pp. 75-83
Author(s):  
Fatmawati Fatmawati
Keyword(s):  
Air Transportation ◽  
First Year ◽  
First Year Students ◽  
Transportation Management ◽  
Attitudes Toward Learning ◽  
Research Problems ◽  
One Year ◽  
The Moment ◽  
Academic Year ◽  
Learning English

This study attempts to know the correlation among the attitudes toward learning English, and achievements of the first year Air Transportation Management II students of Casea Surabaya. This study is limited in Academic year 2015/2016. The limitation based on the following consideration; the first, in Academic year 2015/2016 is the moment of the students to measure their skills during one year; the second, they still have the time to improve their English skill and study hard than before.Based on the research problems, research objectives and explanations that have been given, the writer can deliver the conclusion as follows; The mean of the attitudes questionnaire is 63.26. It is a good category and there is significant correlation between the students' English achievement and the students' achievement in the first year of CASEA Surabaya. From the interpretation of data, the score is-0,13. Consider of the table significant level is including a low correlation

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