First-Year College Students’ Time Use

2016 ◽  
Vol 28 (1) ◽  
pp. 5-27 ◽  
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.

Getting College Students Back on Track

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.

scholarly journals Exploring the Predictive Value of the ACT Among First-Year College Students on Academic Probation

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tabitha Young Gast ◽  
Isaac Burt
Keyword(s):  
College Students ◽  
Academic Probation ◽  
First Year ◽  
Regression To The Mean ◽  
Act Scores ◽  
Student Body ◽  
Academic Improvement ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students

This study explored the relationship between ACT scores and academic achievement among first-year college students on academic probation (n = 192) at a large southern university. Results suggest participants’ ACT scores did not correlate with second semester grade point averages (GPA). When GPAs were compared with ACT scores of the larger student body admitted during the same academic year, results indicated students on academic probation averaged significantly lower. However, comparisons with national averages suggest participants’ ACT scores demonstrated a regression to the mean. The implications this study has for retention, academic improvement, and academic counseling in higher education are discussed.

Do First-Year College Students' Expectations Align with their First-Year Experiences?

NASPA Journal ◽  
2005 ◽  
Vol 42 (2) ◽  
Author(s):  
Joshua S. Smith ◽  
Ellen C Wertlieb
Keyword(s):  
College Students ◽  
Transition To College ◽  
First Year ◽  
Academic Expectations ◽  
Social Expectations ◽  
First Year Students ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
First Year Experiences

First-year college students’ expectations about "what college is like" do not always align with their actual experiences. This study examined 31 first-year students’ social and academic expectations and compared those expectations with students' experiences at the middle and end of their first year of college. Paired t tests revealed that students' academic and social expectations did not align with their first-year experiences. Academic and social expectations/experiences were not statistically significant predictors of first-year academic achievement. However, students with unrealistic high social or academic expectations had lower first-year grade point averages (GPAs) than students with average or below-average expectations. Recommendations for increasing high school and college collaboration to assist students with the transition to college are included.

scholarly journals Causes and Effects of Absenteeism among First Year College Students of the Mindanao State University – Sulu

2021 ◽  
Vol 4 (2) ◽  
pp. 345-352
Author(s):  
Adamel K. Lukman
Keyword(s):  
College Students ◽  
Mean Value ◽  
Individual Student ◽  
First Year ◽  
Low Grade ◽  
State University ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
The University

One of the major barriers to learning faced by the students and teachers in schools today is lack of consistent attendance. Poor student attendance has a far-reaching effect on the individual student especially on their academic performance in the school. This problem is caused by this major perennial problem—absenteeism. Absenteeism is a chronic absence in nature. It is habitual failure to attend school. When students regularly miss out classes consistently would entail disadvantages academically. However, the main purpose of this study was to identify the causes and effects of absenteeism among first year college students of the Mindanao State University-Sulu, as well as to determine and figure out possible remedies to address this problem. In analyzing and computing the data, the researcher used SPSS version 21.0, and utilized checklist questionnaire and an open-ended questionnaire, respondents were consisted of 100 first year college students and 9 faculty members the researcher was able to find out the leading cause of absenteeism among the first year college students of MSU-Sulu and that is ‘school is far from home’ with (3.06) mean value . While low grade point average (GPA) with mean value (3.78)  was the leading effect of absenteeism followed by poor critical thinking skills, other effects of absenteeism were, poor classroom performance, low examination results, poor oral recitation, poor creative skills, poor communication skills, lack of self-confidence, low comprehension and high risk of dropouts. The researcher was able to figure out remedies that can be applied to address the problem on absenteeism. The remedies include (a) there must be a student dormitory inside the campus to house the students since majority of the students enrolled in the university  are from distant island municipalities (b) conduct orientation to students and parents prior to the opening of regular classes (c) the university must have a strict policy dealing with students’ absenteeism (d) teacher or instructor should conduct regular assessment in the form of quiz at the end of the session (e) motivate and encourage the students to give more attention and emphasize the importance of education in their future (f) classroom atmosphere should be conducive to learning.

scholarly journals Beyond Books: The Extended Academic Benefits of Library Use for First-Year College Students

2017 ◽  
Vol 78 (1) ◽  
Author(s):  
Krista M. Soria ◽  
Jan Fransen ◽  
Shane Nackerud
Keyword(s):  
College Students ◽  
Academic Outcomes ◽  
Academic Engagement ◽  
Academic Skills ◽  
First Year ◽  
Grade Point ◽  
Reference Services ◽  
First Year College ◽  
Academic Benefits ◽  
First Year College Students

The purpose of this paper was to investigate whether there are relationships between first-year college students’ use of academic libraries and four academic outcomes: academic engagement, engagement in scholarly activities, academic skills development, and grade point average. The results of regression analyses suggest students’ use of books (collection loans, e-books, and interlibrary loans) and web-based services (database, journal, and library website logins) had the most positive and significant relationships with academic outcomes. Students’ use of reference services was positively associated with their academic engagement and academic skills, while enrollment in library courses was positively associated with grade point averages.

scholarly journals Relationship between Facebook Usage and Academic Performance of College Students under the Royal University of Bhutan

2021 ◽  
pp. 29-38
Author(s):  
Ugyen Kelzang ◽  
Tshering Lhendup
Keyword(s):  
College Students ◽  
Social Media ◽  
Academic Performance ◽  
Mobile Phones ◽  
First Year ◽  
Grade Point ◽  
First Year College ◽  
Facebook Usage ◽  
First Year College Students ◽  
Computer Students

The development of social media like Facebook has changed the lives of many people principally the students. Several opinions are shared on how social media have a negative consequence on college students and lead to worsening their academic performance. Facebook usage is extremely prevalent among most undergraduates and approximately 85% of students use it particularly the first-year college students as it offers students a feeling of community and friendship. Of the total 365 students surveyed, 344 were Facebook users while 21 were non-users. Majority of respondents having Facebook account use mobile phones i.e., 48% of total respondents, 42% use their personal laptops and remaining 10% use college computer. Students are more often subjected to reading social media updates than reading academic-related books. Hence, it revealed that those who spent more time on social media spent less time studying i.e., users spent 0.33 to 1-hour studying per day and non-users spent 2 to 5 hours studying. Pearson's correlation test showed that the time spent on Facebook was negatively associated with students’ GPA (r = -.198, p = .000). More the time a student invests on Facebook, the lower the average grade point will be. However, blocking Facebook is not a solution since students can easily access it via their mobile phones.  As a result, rather than blocking the site, higher education institutions such as Universities and Colleges may encourage students to use Facebook for educational purposes by offering appropriate arrangements and training.

Survey Response and its Relationship to Educational Outcomes among First-Year College Students

2005 ◽  
Vol 6 (4) ◽  
pp. 413-423 ◽  
Author(s):  
Sherry A. Woosley
Keyword(s):  
Educational Outcomes ◽  
Survey Response ◽  
First Year ◽  
First Year Students ◽  
Grade Point ◽  
First Semester ◽  
First Year College ◽  
Percentile Rank ◽  
Second Year ◽  
First Year College Students

This study focused on survey response, which was defined simply as the completion of a survey. It examined connections between survey response and college student characteristics. It also investigated whether survey response predicted educational outcomes, including retention. The study focused on a cohort of first-year students at a mid-size, 4-year public university. Eighty percent of the students responded to a survey administered during their first semester. Survey response was linked with high school percentile rank and sex. Survey response was also a significant predictor of first semester grade point average and retention to the second year. The findings suggest that survey non-response may be an early warning indicator for first-year students. Also, the findings suggest that research based on surveys may be overlooking a sub-population (non-responders) that could affect the validity of those models.

Getting a “quick fix”: First-year college students’ use of Wikipedia

First Monday ◽  
2015 ◽  
Author(s):  
John C. Garrison
Keyword(s):  
College Students ◽  
Liberal Arts ◽  
College Faculty ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
First Year College ◽  
Balanced Approach ◽  
Liberal Arts Students ◽  
First Year College Students

College students use Wikipedia frequently, despite educators’ highly divided opinions about it, and so it is important to understand how and why they are using it. This study followed a first-year class of undergraduate, liberal arts students over the course of their first semester to see how they used, were influenced about, and rated Wikipedia. Data was collected via two surveys of the first-year class, as well as focus groups and a survey of college faculty. This study found that first-year students are uncertain about the variety of ways to use information sources like Wikipedia, and that a direct and balanced approach to this area from instructors may lead to better outcomes than strict prohibition or silence.

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