Time Perspective and Grade Expectations as Predictors of Student Achievement and Retention in the First Year of Community College

2020 ◽  
pp. 152102512096067
Author(s):  
Taylor W. Acee ◽  
Meagan A. Hoff ◽  
Darolyn A. Flaggs ◽  
Breana Sylvester
Keyword(s):  
Community College ◽  
Economically Disadvantaged ◽  
First Generation ◽  
Time Perspective ◽  
Motivational Factors ◽  
First Year ◽  
Student Background ◽  
First Semester ◽  
Orientation Course ◽  
Hispanic Serving

The authors examined three motivational factors (first-year grade expectations, present-focused time perspective, and future-focused time perspective) as predictors of achievement and retention outcomes for students ( N = 844) in their first semester at a predominately Hispanic-serving community college, accounting for student background characteristics. In this correlation research study, instructors administered surveys to students in a required first-year orientation course. Survey data was then merged with institutional data. The results of the multiple regression analysis suggested that first-year grade expectations, present-focused time perspective, age, ethnicity, first-generation status, and academically underprepared status were statistically significant predictors of first-semester GPA and explained 9.0% of the variation, whereas future-focused time perspective, sex, and economically disadvantaged status were not. First-year grade expectations and economically disadvantaged status significantly predicted second-semester retention; the other study predictors did not. This study expands research on malleable motivational factors educators could target to support students in their first year of community college.

Grit and Retention Among First Year Hispanic College Students at a Hispanic Serving Institution

2020 ◽  
Vol 42 (2) ◽  
pp. 264-270
Author(s):  
J. Derek Lopez ◽  
Jennifer M. Horn
Keyword(s):  
United States ◽  
College Students ◽  
First Generation ◽  
First Year ◽  
Student Orientation ◽  
Hispanic College Students ◽  
Hispanic Serving Institution ◽  
New Student Orientation ◽  
Hispanic Serving ◽  
New Student

Hispanic college students attending a Hispanic Serving Institution (HSI) in the southwest United States were administered the short grit survey during new student orientation for 2 consecutive years ( N = 496) to ascertain the association with grit scores and retention after the first year of university attendance. Results indicate that there was a gender difference in grit scores and retention. Few grit survey items were associated with retention, thus suggesting that the grit survey may not be an appropriate predictor of retention for first-generation Hispanic college students.

scholarly journals The role of guidance in student engagement with chemistry studies

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Piia Valto ◽  
Piia Nuora
Keyword(s):  
Student Engagement ◽  
Study Skills ◽  
First Year ◽  
First Semester ◽  
Chemistry Students ◽  
Orientation Course ◽  
Students First ◽  
Extensive Effort ◽  
The University

During recent years, the Department of Chemistry at the University of Jyväskylä has made an extensive effort to support chemistry students’ first study year. The first-year curriculum includes enhanced study counselling course, intensive orientation course and support for academic study skills via a specific course.  In this study, the effects of the revisions were studied by exploring the chemistry students study continuation and what factors contributed to it.  In 2015 to 2017, data were collected from first-year chemistry students (n = 106), who completed a questionnaire at the beginning and at the end of their first semester. The results show that the percentage of dropout rates after the first year decreased. Students’ current challenges are different than they have been previously, thus putting new demands on their guidance. The results of the study indicate that students value guidance and study counselling especially at the beginning of their studies.

Valuing orientation efficacy

2015 ◽  
Vol 8 (2) ◽  
pp. 109-124
Author(s):  
Ruth McPhail ◽  
Ben French ◽  
Keithia Wilson
Keyword(s):  
First Generation ◽  
Business Students ◽  
First Year ◽  
Survey Analysis ◽  
Student Orientation ◽  
Content Type ◽  
First Semester ◽  
Academic Role ◽  
Student's Perceptions ◽  
Practical Implications

Purpose – The purpose of this study was to improve the orientation experience of commencing first-year undergraduate business students to better prepare them for the reality of their academic studies through the development and implementation of a Commencing Student-Needs-Centred Orientation Framework. Design/methodology/approach – The methodology of this study used survey analysis and focus groups to explore low orientation efficacy scores from the cohort and resulted in a reconceptualisation and restructure of the existing orientation programme. The new programme was completed and implemented, and student’s perceptions remeasured. Evaluation was performed using sources of data across three semesters. Findings – Intervention success is demonstrated across three semesters by sustained and continuously improving orientation efficacy scores. Overall, student orientation efficacy improved by 19.6 per cent in the first implementation (B, n = 44), and an improvement of 22.8 per cent was seen in the third semester (C, n = 177), when compared to the first semester (A, n = 164). Research limitations/implications – The primary limitation of this study is that the exploratory framework was applied and evaluated only within a single discipline of business, and in one Australian university with a predominantly first-generation student population. Practical implications – The paper is a guide for the design of an orientation day programme informed by an evidence-based framework identifying the transition needs of commencing students entering higher education, which is tested for its efficacy in preparing students for their academic role, and for success. Originality/value – Orientation is an important, yet under-researched aspect of engagement and retention in today’s universities.

scholarly journals Community college student retention : an examination of student pre-entry attributes, academic experiences, and social experiences and the relationship to first-year persistence

2016 ◽  
Author(s):  
◽  
Cynthia Adamson
Keyword(s):  
Community College ◽  
College Student ◽  
Student Retention ◽  
Community College Student ◽  
First Year ◽  
College Student Retention ◽  
First Semester ◽  
Federal Financial Aid ◽  
High School Gpa ◽  
College Student Persistence

This study investigated the extent that the attributes of incoming students and their subsequent academic and social interactions at an institution are related to community college student retention. Student data from a cohort of first-time students (N = 1089) attending a community college in southwest Missouri was analyzed to examine variables related to fall-to-fall student retention. Predictors of first-year retention included receiving federal Pell grants, high school GPA, receiving a C or higher in college orientation, first semester college GPA, and receiving a C or higher in general psychology, general biology, and U.S. History. The findings highlight the importance of college readiness and value of federal financial aid programs for community college student persistence.

scholarly journals Coming to College Hungry

2021 ◽  
Vol 1 (1) ◽  
pp. 106-135
Author(s):  
Daniel A Collier ◽  
Dan Fitzpatrick ◽  
Chelsea Brehm ◽  
Eric Archer
Keyword(s):  
College Students ◽  
Psychological Distress ◽  
Food Insecurity ◽  
Survey Data ◽  
First Generation ◽  
First Year ◽  
Limited Evidence ◽  
First Year Students ◽  
Underserved Students ◽  
First Semester

This exploratory descriptive, single-university study (N=700) joined institutional, external, and survey data to examine first-year students’ food insecurity links to non-cognitive attributes and first-semester performance and persistence. Regressions indicate LGBTQ, multi-racial, international, transfer, and first-generation students exhibit increased food insecurity. Food insecurity linked with psychological distress, financial stress, amotivation, and intent to engage with peers but not to faculty, staff, and academic engagement. Food insecurity is also associated with lower first-semester GPA and credits earned. Findings strengthen limited evidence that food insecurity links to college students’ experience, suggesting groups of already-underserved students may need immediate support to ease food insecurity.

“I Made Myself Fit In”: Johny’s Story

2021 ◽  
pp. 002242942110018
Author(s):  
Tami J. Draves ◽  
Jonathan E. Vargas
Keyword(s):  
High School ◽  
Community College ◽  
First Generation ◽  
First Year ◽  
First Generation College Student ◽  
Community College Transfer Students ◽  
Race And Class ◽  
Musical Background ◽  
Schools Of Music ◽  
Music Class

The purpose of this narrative inquiry was to re-story the experiences of a first-year music teacher with regard to race and class. Johny was a first-year high school guitar teacher in the southwestern United States who identified as Hispanic and was raised in a family with a lower income. He was also a first-generation college student whose path to university study was atypical because of his major instrument, musical background, little high school music class participation, and entrance to postsecondary music study at a community college. Johny’s story is a work of critical storytelling and is interpreted through an intersectional framework. His story compels us to thoughtfully attend to curriculum, musical knowledge, equity, and how music educators can serve an increasingly diverse student population in schools of music. Issues for consideration include (a) increased support of nontraditional students, including those from marginalized populations, such as students with lower incomes, first-generation students, and community college transfer students, and (b) promoting meaningful and collaborative change across multiple areas in schools of music.

scholarly journals Hitting the Mark: Learner's Perceptions of Course Design in a Foundation ESOL Program

1999 ◽  
Vol 17 (1) ◽  
pp. 87 ◽  
Author(s):  
Malcolm N. Macdonald ◽  
Richard Badger ◽  
Goodith White
Keyword(s):  
Language Acquisition ◽  
Course Design ◽  
Language Skills ◽  
Motivational Factors ◽  
Skills Development ◽  
First Year ◽  
Undergraduate Program ◽  
First Variation ◽  
First Semester

This article investigates a first-year undergraduate program in TESOL consisting of three strands: a language-based course, a theme-based content course, and a sheltered-content course. Learners rated different aspects of their development in language, skills, and strategies-as well as motivational factors-over two semesters. Overall, learners rated the language-based course more highly in the first semester and the two content courses more highly in the second. Three conclusions were drawn: first, variation in methodology and design of the content course is such that it is difficult to generalize about generic types of content course; second, our EAP course/program might benefit from progressing asymmetrically, by starting with a more extensive language component and ending with a more extensive content component; and, third, no course was perceived by learners to provide optimum language acquisition and skills development in every domain.

scholarly journals The Second-Year Retention Effect of Early Enrollment in a First-Year Seminar

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Tyrone E. McKoy
Keyword(s):  
Community College ◽  
Positive Impact ◽  
Average Treatment Effect ◽  
Retention Rates ◽  
First Year ◽  
First Semester ◽  
Percentage Point Increase ◽  
Second Year ◽  
New Community ◽  
First Year Seminar

Is early enrollment in a qualified first-year seminar (FYS) positively associated with second-year retention rates of new community college students? A large mid-Atlantic community college (MAC) believes that it is, and this belief is the basis for the hypothesis being tested in this research. Beginning in 2010, new first-time college and degree-seeking students were required to enroll in the newly developed FYS course in the first semester of attendance. Students who complied with this policy over the years 2010-2013 were matched on an array of observable and unobservable variables with similar students from the prior years 2006-2009 using the propensity-score matching (PSM) method. Using a logistic regression model, it was estimated that average treatment effect was a statistically significant positive impact of a 6.07 percentage-point increase in the likelihood of being retained into the second year. This result is in line with a common, but not universal, belief in the theory and other research that suggests that enrollment in a FYS would have such an effect. Although there are clear limitations to this result, the implications are positive for the community college that adopted this new policy and for the students it serves. 

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

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
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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