Giftedness and academic success in college and university

2016 ◽  
Vol 33 (2) ◽  
pp. 183-194 ◽  
Author(s):  
James DA Parker ◽  
Donald H Saklofske ◽  
Kateryna V Keefer
Keyword(s):  
Academic Success ◽  
Postsecondary Education ◽  
Secondary Students ◽  
Cognitive Abilities ◽  
Grade Point ◽  
Successful Transition ◽  
College And University ◽  
Education Data ◽  
High Achieving ◽  
The Impact

Much of the work on predicting academic success in postsecondary education has focused on the impact of various cognitive abilities, although in recent years there has been increased attention to the role played by emotional and social competency (also called emotional intelligence (EI)). Previous work on the link between EI and giftedness is reviewed, particularly factors connected to the successful transition to postsecondary education. Data are presented from a sample of 171 exceptionally high-achieving secondary students (high school grade-point average of 90% or better) who completed a measure of trait EI at the start of postsecondary studies and who had their academic progress tracked over the next 6 years. High-achieving secondary students who completed an undergraduate degree scored significantly higher on a number of EI dimensions compared to the secondary students who dropped out. Results are discussed in the context of the importance of EI in the successful transition from secondary to postsecondary education.

scholarly journals Outcomes for Black Students in Team-Based Learning Courses

2018 ◽  
Vol 50 (1) ◽  
pp. 66-86 ◽  
Author(s):  
Caroline Macke ◽  
James Canfield ◽  
Karen Tapp ◽  
Vanessa Hunn
Keyword(s):  
Academic Success ◽  
Black Students ◽  
Postsecondary Education ◽  
Academic Outcomes ◽  
Social Work Students ◽  
Grade Point ◽  
Course Grades ◽  
White Institutions ◽  
Team Based Learning ◽  
The Impact

Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.

The Effects of the Expansion of For-Profit Colleges on Student Enrollments and Outcomes at Community Colleges

2018 ◽  
Vol 40 (4) ◽  
pp. 631-652 ◽  
Author(s):  
Adela Soliz
Keyword(s):  
Community College ◽  
Postsecondary Education ◽  
Large Scale ◽  
Higher Education System ◽  
For Profit ◽  
Education Data ◽  
Education Levels ◽  
Short And Long Term ◽  
Using Data ◽  
The Impact

This study is the first large-scale examination of the impact of for-profit colleges on the enrollment and outcomes of students at other postsecondary institutions. Using data primarily from the Integrated Postsecondary Education Data System (IPEDS) and a differences-in-differences approach, I estimate the effect of a new for-profit college opening on community college enrollments and degree completions, as well as county education levels. My results suggest that community college enrollments and degree completions do not decline when a new degree-granting for-profit college opens nearby. Furthermore, I find evidence that the county-level production of short- and long-term certificates increases after a new for-profit college opens, though the number of associate’s degrees does not increase. This evidence should serve to broaden conversations about the role of for-profit colleges in the larger landscape of the American higher education system.

Adjusting College Costs for Noncredit Enrollments: An Issue for Data Geeks or Policy Makers?

2019 ◽  
Vol 47 (2) ◽  
pp. 159-177
Author(s):  
Richard M. Romano ◽  
Rita J. Kirshstein ◽  
Mark D’Amico ◽  
Willard Hom ◽  
Michelle Van Noy
Keyword(s):  
New York ◽  
Community Colleges ◽  
Postsecondary Education ◽  
Full Time ◽  
Full Time Equivalent ◽  
Policy Makers ◽  
College Costs ◽  
Education Data ◽  
Project Data ◽  
The Impact

Objective: In the first study of its kind, the impact of excluding noncredit enrollments in calculations of spending in community colleges is explored. Noncredit enrollments are not reported to Integrated Postsecondary Education Data System (IPEDS), but expenditures for these efforts are. This study corrects for this omission and provides new estimates of spending on community college students in four states. Method: Data on noncredit enrollments were made available from four states—New York, New Jersey, California, and North Carolina. Interviews with campus and state officials within each state helped us verify the findings. In addition, Delta Cost Project data were analyzed and adjusted to account for noncredit enrollments. Results: Our analysis indicates that the expenditure per full-time equivalent (FTE) student measure, which researchers typically use, seriously overstates the resources that community colleges have to spend on educating students; however, great variations exist within and across states. Conclusion: Community colleges are underfunded to an even greater extent than standard IPEDS analyses indicate.

scholarly journals Impact of the English Advanced Placement (AP) Program on College Grade Point Average among Rural Appalachian Students

2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Shannon Deaton
Keyword(s):  
Grade Point Average ◽  
Advanced Placement ◽  
Eastern Kentucky ◽  
Grade Point ◽  
First Semester ◽  
College And University ◽  
Study Results ◽  
Significant Difference ◽  
Act Score ◽  
The Impact

This study explored the impact of the English Advanced Placement (AP) program on college success among rural Appalachian students attending four private colleges in central and eastern Kentucky: Alice Lloyd College, Georgetown College, Lindsey Wilson College, and University of the Cumberlands. A Pearson Product-Moment Correlation r and an independent-samples t-test were conducted. With respect to rural Appalachian students, statistical analyses revealed that the English ACT score is a better predictor of first-semester college grade point average than the English AP score. Analyses also revealed no statistically significant difference between first-semester college GPAs of rural Appalachian students with English AP credit and rural Appalachian students without AP credit. The study results are helpful for students, parents, administrators, and policymakers evaluating the English AP program at local high schools and colleges.  

The Impact of Wyman’s Teen Leadership Program on College Achievement and Retention

2019 ◽  
Vol 7 (3) ◽  
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Low Income ◽  
First Generation ◽  
Retention Rates ◽  
Leadership Program ◽  
Grade Point ◽  
Teen Leadership ◽  
Postsecondary Access ◽  
The Impact

Low-income, first-generation college students face a host of obstacles on their journeys toward degree completion. Providing effective supports for these students as they navigate their postsecondary experiences is an important determinant of success, the implications of which can be far-reaching. The purpose of the current study discussed in this article was to examine the impact of Wyman’s Teen Leadership Program (TLP) on positive college outcomes for low-income, first-generation students pursuing higher education at Missouri State University (MSU). TLP is a community-based, postsecondary access and success program comprising three developmentally progressive phases that begin when teens are ninth graders and ends after their second year of postsecondary education. During the postsecondary phase of the program, TLP works in close partnership with higher education institutions like MSU to effectively support students through caring relationships and coordinated services. Using a mixed-methods approach, the authors analyzed the college retention rates and grade point averages (GPAs) of 39 TLP participants attending MSU and 82 comparison students with similar background characteristics. Findings revealed statistically higher retention rates and GPAs for TLP participants compared to non-participants. Focus groups were also conducted to better understand the perceptions of TLP participants (n = 15) and TLP staff members (n = 6). Using Schlossberg’s (1989) theory of marginality and mattering as a framework, the authors analyzed focus group responses, from which three overarching themes emerged: relationships, intentional experiences, and self-efficacy. The study findings suggest that postsecondary access and success programs are most effective when their curricula and program experiences are supported by strong and consistent student-adult relationships.

scholarly journals Burnout in the lives of schoolchildren and students: causes, consequences and ways to overcome

2021 ◽  
Vol 10 (2) ◽  
pp. 117-129
Author(s):  
A.G. Ilyukhin
Keyword(s):  
Academic Success ◽  
Longitudinal Research ◽  
Well Being ◽  
Cross Sectional ◽  
Component Structure ◽  
College And University ◽  
Close Relatives ◽  
The Impact ◽  
Learning Stress

The article is devoted to the review of foreign studies of the phenomenon of burnout of school, college and university students. For academic burnout, a three-component structure corresponding to the traditional one is shown: exhaustion, cynicism, and low perceived effectiveness. The article presents works that investigate the influence of social (the quality of relationships with peers, teachers and close relatives) and individual (emotional and personal profiles, empathic abilities, optimism, personal resources) on the development of burnout symptoms in cross-sectional and longitudinal research formats. We analyzed research data on the impact of burnout and learning stress on the quality of life, psychological well-being and academic success of schoolchildren and students. Approaches to preventing the development of burnout, based on the provisions of positive psychology and psychology of motivation, are considered.

scholarly journals Strengths-based Indicators of Success in Hispanic Undergraduates

2020 ◽  
Author(s):  
Gretchen Schulthes ◽  
Cass Dykeman
Keyword(s):  
Academic Success ◽  
Hispanic Students ◽  
Secondary Data ◽  
Future Research ◽  
Sat Scores ◽  
Grade Point ◽  
Education Professionals ◽  
Hispanic Student Achievement ◽  
And Gender ◽  
The Impact

By the year 2026, it is estimated that Hispanic students will make up the largest share of undergraduates enrolled in American colleges and universities. Despite increases in enrollment, this population is also one of the least likely to earn an eventual credential. Factors such as pre-college preparedness (e.g., SAT scores or high school grade point averages) and socioeconomic barriers are often cited as explanations for this attainment and persistence gap. In seeking to understand this issue, it is essential to go beyond the deficit-oriented conversation and instead shift the emphasis toward how higher education professionals can leverage students’ strengths in supporting their academic success. It is essential to delve into the factors that impact Hispanic student achievement. Using data from the Beginning Postsecondary Students (BPS) study 12/14, this secondary data analysis study explores the impact of strengths-based variables such as highest credential expected, perceived likelihood of attaining a credential, level of connectedness with their institution, and gender on Hispanic students’ outcomes with regard to credential attainment and/or persistence. Results showed that while gender and level of connectedness held no significant predictive value, students’ academic self-efficacy (perceived likelihood of attaining a credential) and goal-setting (highest credential expected) did have an impact on three-year persistence and graduation rates. Implications for practice and recommendations for future research are discussed.

A between-subject design to evaluate students' employability in the Lebanese labor market

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kevin Sevag Kertechian ◽  
Silva Karkoulian ◽  
Hussein N. Ismail ◽  
Samar Samir Aad Makhoul
Keyword(s):  
Labor Market ◽  
Academic Success ◽  
Evaluation Process ◽  
Grade Point ◽  
Content Type ◽  
High Performing ◽  
Business Graduates ◽  
Subject Design ◽  
University Reputation ◽  
The Impact

PurposeThis study aims to examine the effect of experience abroad, academic success and university reputation on students' employability in the Lebanese labor market.Design/methodology/approachThe study uses a between-subject design to identify whether academic success, university reputation and experience abroad have an impact on how potential recruiters (i.e. employers) are perceiving student employability. The study uses 16 fictitious applications of business graduates, which differed in grade-point average, university reputation and experience abroad, rated by 784 Lebanese professionals.FindingsThe results suggest that high-performing students with experience abroad and high-performing students from a reputable university are perceived to be more employable. For low-performing students, having completed an experience abroad results in a lower reward in terms of employability.Research limitations/implicationsThe present study offers an analysis of students' employability through employers' lens; it offers insights for students on how to be perceived as more employable in a context where competition among future workers is fierce.Practical implicationsThe results of this research provide a roadmap for graduates for enhancing their employability in Lebanese markets and offer actionable insights to employers.Originality/valueThe most original contribution of this study is the analysis of university reputation impact on the likelihood of receiving positive feedback during the evaluation process. The impact of two Lebanese universities, one ranked in the QS ranking and one not, was investigated.

Supporting Biomedical Students Struggling With Second-Choice-Syndrome to Thrive Rather Than Just Survive First Year

2016 ◽  
Vol 20 (2) ◽  
pp. 176-196 ◽  
Author(s):  
Donnalee B. Taylor ◽  
Glenn J. Harrison
Keyword(s):  
Grade Point Averages ◽  
Biomedical Science ◽  
Just In Time ◽  
First Year ◽  
Grade Point ◽  
Transfer Rates ◽  
James Cook ◽  
College And University ◽  
University Student Retention ◽  
The Impact

The James Cook University (JCU) Biomedical Science students struggle with their first year and “second-choice-syndrome” as evidenced by high inter-degree transfer rates and low primary degree completions despite the cohort having high subject or unit grade point averages. This project evaluated the impact of two extracurricular support initiatives (email newsletters and themed luncheons) to deliver just-in-time information and support on student engagement and success. Students and academics rated the initiatives highly with positive support themes of networking, collegiality, belonging and engagement; there was no direct improvement in subject grades or degree satisfaction metrics. However, there was an increase in degree, college, and university student retention. It is becoming increasingly important to recognize and separate the classic academic measures of grades as an indication of success and that more personal or social support is required for students to thrive regardless of cohort demographics or career path. A student’s initial experience on campus is important and influences students’ persistence in higher education and their believed capabilities.

State of States: Landscape of University-Based Pathways to the Principalship

2020 ◽  
pp. 105268462098036
Author(s):  
Erin Anderson ◽  
Sajjid Budhwani ◽  
Frank Perrone
Keyword(s):  
School Leadership ◽  
Postsecondary Education ◽  
Leadership Preparation ◽  
The United States ◽  
Student Aid ◽  
Preparation Programs ◽  
Face To Face ◽  
Delivery Modes ◽  
Education Data ◽  
The Impact

This study describes the landscape of school leadership preparation programs in the United States, including pathways to the principalship (master’s, certification, educational specialist) and the delivery modes for each pathway (face-to-face, fully online, hybrid). First, data was collected from the Integrated Postsecondary Education Data on the number of degrees and certificates awarded by every postsecondary institution receiving U.S. federal student aid from 2013 to 2018. Then program websites were searched and coded by two independent coders. All discrepancies were resolved; the final dataset was analyzed using measures of central tendency. This study found that master’s programs were the most common route to the principalship, and there were more than double the number of master’s offerings than certification and more than double as many certification offerings than educational specialist. The most common delivery modes across each pathway were, from most prevalent to least: face-to-face, fully online, and hybrid. Ten states had an offering in every pathway and modality, but no individual university offered every pathway and modality. Twenty-one states had one or more universities that offered all pathways but not all modalities. Implications are that program faculty informed decisions about what pathways and modalities to offer, these data allow for sampling techniques that can help researchers conduct more inferential studies to measure the impact of leadership preparation on school outcomes, and these data allow for research that differs by pathway, providing a more nuanced understanding of preparation. Finally, this study serves as a call for a centralized database for tracking SLPP data.

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