Adaptive Behavior of College Students With Autism

As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of those with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse group ( N = 27) of incoming college students with ASD and examined to what extent these skills could predict initial academic success. Despite average intelligence and good academic indicators, deficits in communication, socialization, and daily living skills were found. No models, even those which included intelligence quotient (IQ) and SAT scores, were predictive of first-semester or first-year grade point average (GPA). Importantly, freshman-to-sophomore retention appeared higher than the university average. Findings suggest that practitioners and families should consider adaptive behavior in addition to intellectual and academic capabilities when considering postsecondary opportunities and available supports.

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First-Year College Students’ Time Use

Journal of Advanced Academics ◽

10.1177/1932202x16676860 ◽

2016 ◽

Vol 28 (1) ◽

pp. 5-27 ◽

Cited By ~ 21

Author(s):

Jordan Thibodeaux ◽

Aaron Deutsch ◽

Anastasia Kitsantas ◽

Adam Winsler

Keyword(s):

College Students ◽

Time Use ◽

Self Regulation ◽

First Year ◽

Grade Point ◽

First Semester ◽

First Year College ◽

Self Regulated Learning ◽

Regulated Learning ◽

First Year College Students

How students manage their time is critical for academic performance and is an important component of self-regulated learning. The purpose of the present study was to examine relationships among first-year college students’ ( N = 589) time use, academic self-regulation, and target and actual grade point average (GPA) at three time points. Findings showed that students planned and spent less time on academics than socializing and work obligations in their first semester. Students generally planned to spend more time on academics in the second semester. Academic time use (planned and actual academic hours) related to higher self-regulated learning and target GPA in the first and second semester. Students who were farther away from their first-semester target lowered their second-semester target GPA instead of planning more time in academics. Students exceeding their target first-semester GPA planned to socialize more in the second semester. Orientation and transition programs that assist students may need to revisit time management and planning midway through the year to address potentially inadequate self-regulated learning in the first year of college.

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Getting College Students Back on Track

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025116670208 ◽

2016 ◽

Vol 20 (3) ◽

pp. 350-368

Author(s):

Corinne M. Kodama ◽

Cheon-Woo Han ◽

Tom Moss ◽

Brittany Myers ◽

Susan P. Farruggia

Keyword(s):

College Students ◽

Academic Preparation ◽

First Year ◽

College Graduation ◽

Program Participation ◽

Summer Bridge ◽

Grade Point ◽

College Life ◽

First Year College ◽

First Year College Students

The present study examines the outcomes of a 5-week summer bridge writing program at a Midwestern, urban, public university designed to provide remedial instruction for incoming first-year college students, approximately 500 students annually for 7 years. Regression results showed that program participation was a positive, significant predictor on the outcomes of 6- and 4-year graduation, first-year earned credits, and first-year college grade point average, even after controlling for demographic and academic preparation variables. The combination of academic preparation and an introduction to the college experience helped to prepare students for college success. This institutionally funded program shows promise in addressing the remediation needs of students and preparing them for success in credit-bearing courses as well as college life in general, getting them on track for timely college graduation.

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Reducing Gaps in First-Year Outcomes Between Hispanic First-Generation College Students and Their Peers: The Role of Accelerated Learning and Financial Aid

Journal of College Student Retention Research Theory & Practice ◽

10.1177/1521025118768055 ◽

2018 ◽

Vol 22 (3) ◽

pp. 441-463

Author(s):

Christian A. Latino ◽

Gabriela Stegmann ◽

Justine Radunzel ◽

Jason D. Way ◽

Edgar Sanchez ◽

...

Keyword(s):

College Students ◽

Financial Aid ◽

First Generation ◽

First Generation College Students ◽

Achievement Gaps ◽

Accelerated Learning ◽

Retention Rates ◽

First Year ◽

Grade Point ◽

First Generation College

Hispanic students are the most likely out of all racial or ethnic groups to be first-generation college students (FGCS). Hispanic FGCS have been shown to be the least likely to persist out of all racial or ethnic backgrounds. However, there is little literature on this population. To address this, the present study investigated the association of accelerated learning in high school (e.g., Advanced Placement courses and dual enrollment) and financial aid on academic outcomes for Hispanic FGCS and Hispanic non-FGCS at a 4-year postsecondary institution ( n = 2,499). Hispanic FGCS fared worse in first-year grade point average (GPA) and first- to second-year retention than Hispanic non-FGCS. After controlling for academic, nonacademic, and demographic variables, results suggested that accelerated learning reduced achievement gaps in first-year GPA and financial aid reduced achievement gaps in retention rates for Hispanic FGCS. These results suggest that environmental supports (i.e., accelerated learning and financial aid) may be able to improve GPA and retention for Hispanic FGCS.

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Evaluating a Science Diversity Program at UC Berkeley: More Questions Than Answers

Cell Biology Education ◽

10.1187/cbe.02-10-0050 ◽

2003 ◽

Vol 2 (2) ◽

pp. 117-121 ◽

Cited By ~ 32

Author(s):

John Matsui ◽

Roger Liu ◽

Caroline M. Kane

Keyword(s):

Biological Sciences ◽

African American ◽

Academic Success ◽

Hispanic Students ◽

Underrepresented Minorities ◽

Sat Scores ◽

Grade Point ◽

Diversity Programs ◽

Majority Students ◽

The University

For the past three decades, much attention has been focused on developing diversity programs designed to improve the academic success of underrepresented minorities, primarily in mathematics, science, and engineering. However, ethnic minorities remain underrepresented in science majors and careers. Over the last 10 years, the Biology Scholars Program (BSP), a diversity program at the University of California (UC), Berkeley, has worked to increase the participation and success of students majoring in the biological sciences. A quantitative comparison of students in and out of the program indicates that students in BSP graduate with a degree in biology at significantly higher rates than students not in BSP regardless of race/ethnicity. Furthermore, students who are in BSP have statistically lower high school grade point averages (GPAs) and Scholastic Achievement Test (SAT) scores than students not in BSP. African-American and Hispanic students who join BSP graduate with significantly higher UC Berkeley biology GPAs than non-BSP African-American and Hispanic students, respectively. Majority (Asian and White) students in BSP graduate with statistically similar UC GPAs despite having lower SAT scores than non-BSP majority students. Although BSP students are more successful in completing a biology degree than non-program members, the results raise a series of questions about why the program works and for whom.

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0369 Sleep Disparities are Established by the First Month of College

SLEEP ◽

10.1093/sleep/zsaa056.366 ◽

2020 ◽

Vol 43 (Supplement_1) ◽

pp. A141-A141

Author(s):

V Bermudez ◽

D Fearon ◽

M Wheelis ◽

M Cohenour ◽

M K Scullin

Keyword(s):

College Students ◽

Academic Success ◽

Undergraduate Students ◽

First Generation ◽

Female Students ◽

Achievement Gaps ◽

First Generation Students ◽

First Semester ◽

Short Sleep ◽

Long Sleep

Abstract Introduction Short and poor quality sleep are particularly common in college students, likely impacting their ability to persist and succeed in difficult courses. In the current study, we investigated demographic-based sleep differences (sleep disparities) and demographic-based academic differences (achievement gaps) in first-semester college students, with the goal of informing whether sleep disparities contribute to achievement gaps. Methods From 2017 to 2018, first-semester undergraduate students at Baylor University completed the New2BU Survey [N=6,048, 61.9% female, 18.7% first-generation, 23.8% underrepresented racial/ethnic minority (URM)]. Data collection occurred within three to five weeks of classes beginning. The survey included self-reported weekday total sleep time (TST), which we classified as short sleep (≤6.9 hours), normal sleep (7-9 hours), or long sleep (>9 hours). Semester GPA data were obtained from university records for students’ first 4 semesters. Results There was evidence for both achievement gaps and sleep disparities. The risk for short sleep was increased in female students (p<.001; OR=1.20, 95%CI: 1.08-1.33), first-generation students (p=.02; OR=1.17, 95%CI: 1.03-1.33), and URM students (p<.001; OR=1.32, 95%CI: 1.16-1.50). The risk for long sleep increased substantially in first-generation students (p=.003, OR=1.92, 95%CI: 1.25-2.97) and URM students (p<.001; OR=2.41, 95%CI: 1.57-3.70), but not in female students (OR=0.88, 95%CI: 0.59-1.30). First-generation and URM students showed a 0.2-0.3 GPA reduction each semester relative to comparison groups (ps<.001), but short sleep and long sleep predicted GPA data up to four semesters later. Sleep-GPA correlations were modest in size (rs=.10-.14), but remained significant even after controlling for numerous demographic variables, high school GPA, and college entrance test scores. Conclusion Sleep disparities are noteworthy within the first month of college, and predictive of academic performance across four semesters. Addressing sleep health in all students—but particularly female, first-generation, and URM students—may increase academic success, bridge achievement gaps, and reduce health disparities. Support National Science Foundation (DRL 1920730)

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Nonmedical Use of Prescription Stimulants and Analgesics: Associations with Social and Academic Behaviors among College Students

Journal of Drug Issues ◽

10.1177/002204260803800406 ◽

2008 ◽

Vol 38 (4) ◽

pp. 1045-1060 ◽

Cited By ~ 66

Author(s):

Amelia M. Arria ◽

Kevin E. O'Grady ◽

Kimberly M. Caldeira ◽

Kathryn B. Vincent ◽

Eric D. Wish

Keyword(s):

College Students ◽

High School ◽

Prescription Drugs ◽

High Risk Group ◽

First Year ◽

Lower Grade ◽

Grade Point ◽

Prescription Stimulants ◽

Nonmedical Use ◽

First Year College Students

Nonmedical use of prescription stimulants and analgesics was assessed from personal interviews with a stratified random sample of 1,253 first-year college students ages 17 to 20 attending a large public university (86% response rate). Lifetime and past-year prevalence of nonmedical use of stimulants, analgesics, or both was 19.6%wt and 15.6%wt, respectively. Nonmedical users had significantly lower grade point averages (GPAs) in high school as compared with nonusers; in college they skipped classes more often, spent more time socializing, and spent less time studying. For example, nonmedical users of both stimulants and analgesics skipped 21 % of their college classes whereas nonusers skipped 9%. Controlling for high school GPA and other factors, past-year nonmedical use independently predicted lower college GPA by the end of the first year of college; this effect was partially mediated by skipping more classes. Nonmedical users of prescription drugs comprise a high-risk group for academic problems in college.

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Mental Health and Academic Success of First-Year College Students

International Journal of Higher Education ◽

10.5430/ijhe.v6n3p178 ◽

2017 ◽

Vol 6 (3) ◽

pp. 178 ◽

Cited By ~ 9

Author(s):

Tammy Jordan Wyatt ◽

Sara B Oswalt ◽

Yesenia Ochoa

Keyword(s):

Mental Health ◽

College Students ◽

Academic Success ◽

Undergraduate Students ◽

Health Assessment ◽

First Year Experience ◽

First Year ◽

College Health ◽

Health Issues ◽

Mental Health Issues

The prevalence and severity of mental health issues are increasing among college students, and such issues pose a threat to health and academic performance. Responses from 66,159 undergraduate students about mental health and academics from the American College Health Association-National College Health Assessment II were examined using regression analyses. Differences in mental health diagnoses were found by classification with first-year students reporting higher rates of self-injury and seriously considering suicide. Upperclassmen reported higher rates of academic impact from mental health factors. Findings indicate one’s first-year of college as the prime time to promote awareness of and strategies to prevent mental health issues or negative academic effects; implications for first-year experience programs are discussed.

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The First Year Acculturation: A Longitudinal Study on Acculturative Stress and Adjustment among the First Year International College Students

Journal of International Students ◽

10.32674/jis.v11i2.1726 ◽

2021 ◽

Vol 11 (2) ◽

Author(s):

Katie Koo ◽

Ian Baker ◽

Jiyoon Yoon

Keyword(s):

College Students ◽

International Students ◽

Acculturative Stress ◽

Social Connectedness ◽

English Proficiency ◽

Economic Status ◽

College Experiences ◽

First Year ◽

First Semester ◽

International College

We analyzed 192 first year international college students in Mid-Atlantic region to examine change of international students’ acculturative stress, adjustment, and collegiate experiences during their first year in the U.S. higher education. We found that male students, students from low socio-economic status, and students majored in humanity showed higher rate of acculturative stress and lower rate of satisfaction with college experiences compared to their counterparts. International students reported decreased acculturative stress and homesick, and increased English proficiency, social connectedness, and satisfaction with college experiences during the last week of the first year compared to the first week of their first semester. Satisfaction with college experiences, English proficiency, social connectedness, and self-esteem were significant predictors of acculturative stress. Lastly, acculturative stress in the first week of the first year and satisfaction with college experience in the last week of the first year were on each other reciprocally over one year internal.

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The Relationship of Help-Seeking Inclinations to Traditional Predictors of Academic Success and First-Semester College GPA

Journal of College Orientation, Transition, and Retention ◽

10.24926/jcotr.v21i1.2858 ◽

2019 ◽

Vol 21 (1) ◽

Author(s):

Michael J. Roszkowski

Keyword(s):

High School ◽

Academic Success ◽

Help Seeking ◽

Full Time ◽

Sat Scores ◽

Class Rank ◽

First Semester ◽

College Gpa ◽

Relationship Of ◽

The Relationship

Inclination to seek help was measured among a cohort of first-time, full-time freshman at a private university prior to the start of their first semester. The item involved a 10-point scale defined with contrasting terms at each end (i.e. verbal anchors at the extremes). Approximately 78% of the respondents rated themselves 5 and below, indicating a general reluctance to seek help. Males were less likely to seek help than females. Help-seeking inclinations were positively correlated with academic performance in high school, as reflected in class rank, but negatively related to SAT scores. An interaction was observed, indicating that students with high SAT and low high school rank were especially reluctant to look for help. The relationship of help seeking predisposition to first semester college GPA was curvilinear, with the GPA rising with increasing proclivity to seek help until the highest level of help seeking, at which point it dropped.

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Honors College Students' Adjustment Factors and Academic Success: Advising Implications

NACADA Journal ◽

10.12930/nacada-17-014 ◽

2018 ◽

Vol 38 (2) ◽

pp. 20-30

Author(s):

Christina Clark ◽

Alan Schwitzer ◽

Tisha Paredes ◽

Tim Grothaus

Keyword(s):

College Students ◽

Academic Success ◽

College Choice ◽

Retention Rates ◽

Honors Students ◽

Honors College ◽

First Semester ◽

Self Confidence ◽

Adjustment Factors ◽

Honors College Students

We examined first-semester adjustment among students in and out of an honors college because honors college participants receive relatively little attention in the advising literature. As expected, honors college students earned relatively high grades and were associated with high retention rates. Two noncognitive factors predicted these differences: self-confidence and external influences on college choice. In an interesting finding, honors students expressed less self-confidence and placed greater importance on external college-choice factors than their high-achieving peers outside the honors college. Implications for the support of honors students and their peers are discussed.

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