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

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.

Leadership Profiles as Determined by the 16 PF Scores of Honors College Students

1984 ◽  
Vol 55 (2) ◽  
pp. 615-616 ◽  
Author(s):  
Frances A. Karnes ◽  
Jane C. Chauvin ◽  
Timothy J. Trant
Keyword(s):  
College Students ◽  
Personality Factor ◽  
Sixteen Personality Factor Questionnaire ◽  
Leadership Positions ◽  
Honors College ◽  
Leadership Potential ◽  
College Curriculum ◽  
Sixteen Personality Factor ◽  
Personality Factor Questionnaire ◽  
Honors College Students

79 students enrolled in an Honors College curriculum were administered the Sixteen Personality Factor Questionnaire to determine their leadership potential scores. Significant differences were found between individuals who actually held leadership positions and those who did not. Other studies using larger samples need to be undertaken to replicate this study.

scholarly journals Psychological Heterogeneity Among Honors College Students

2018 ◽  
Vol 41 (3) ◽  
pp. 242-272 ◽  
Author(s):  
Tracy L. Cross ◽  
Jennifer Riedl Cross ◽  
Sakhavat Mammadov ◽  
Thomas J. Ward ◽  
Kristie Speirs Neumeister ◽  
...  
Keyword(s):  
College Students ◽  
Suicidal Ideation ◽  
Big Five ◽  
Online Survey ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Residence Life ◽  
Honors College ◽  
Program Administrators ◽  
Honors College Students

Greater knowledge of the psychology of honors college students will help to inform program administrators, counselors, residence life assistants, and faculty about how they may provide support to those with the greatest need. Via an online survey, personality, perfectionism, and suicidal ideation data were collected from honors college students ( N = 410, 73% female). Using latent profile analysis, students were classified by their responses to the Big Five Inventory personality measure into five profiles. Risk factors of high perfectionism and suicidal ideation scores were found in two of the profiles, suggesting students with these personality characteristics may need enhanced psychological support. The largest profile (35% of students) had extraversion scores above the norm, but all other profiles had introverted scores below the norm. Neuroticism scores were also higher than the norm in the introverted profiles, which represented a majority of the honors college students.

scholarly journals 0369 Sleep Disparities are Established by the First Month of College

SLEEP ◽  
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)

Adaptive Behavior of College Students With Autism

2021 ◽  
pp. 108835762110562
Author(s):  
Kathleen D. Viezel ◽  
Benjamin Freer ◽  
Chelsea D. Morgan
Keyword(s):  
College Students ◽  
Academic Success ◽  
Adaptive Behavior ◽  
Autism Spectrum ◽  
First Year ◽  
Sat Scores ◽  
Grade Point ◽  
First Semester ◽  
College Ready ◽  
Living Skills

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.

scholarly journals Practice-oriented Approach to Development of Leadership Competencies of Honors Students: the Project «The Territory of Intellectual and Liberal Inventions»

2021 ◽  
Vol 14 (9) ◽  
pp. 1331-1341
Author(s):  
Tatyana V. Sedykh ◽  
◽  
Vera V. Korshunova ◽  
Alina A. Sosnovskaia ◽  
Polina N. Grigorovech ◽  
...  
Keyword(s):  
Development Process ◽  
Student Leadership ◽  
Gifted Students ◽  
Leadership Competencies ◽  
Theory And Practice ◽  
Honors Students ◽  
Honors College ◽  
Competencies Development ◽  
Honors College Students ◽  
Oriented Approach

This article presents the results of the study dedicated to the development of leadership competencies of the students with high academic achievements based on the practice-oriented approach. The authors of the paper reveal the features of the development of leadership competencies of Honors College students based on a practice-oriented approach, present the theoretical justification and description of the project «The Territory of Intellectual and Liberal Inventions», develop the specific character of gamification of the process of development leadership competencies among students of the Honors College. The main methods of this study were a review of theoretical works devoted to leadership and leadership competencies, circumstances of the educational environment of the Honors College, and theory and practice of gamification; a survey of Siberian Federal University Honors students; substantiation, description and creating of the project «The Territory of Intellectual and Liberal Inventions»; a design of a gamification model of student leadership competencies’ development process; a pilot experiment of this model, an analysis of the experiment results. The results of the conducted research reveal that the development of leadership competencies among gifted students based on a practice-oriented approach is actually and widely discussed by the educational community. The use of gamification allows intensifying the passing of the studied process. The materials of this article may be essential and beneficial for the researchers of development of leadership competencies, as well as for comparative studies in the field of teaching gifted students

Trends Among Honors College Students: An Analysis by Year in School

2005 ◽  
Vol 16 (4) ◽  
pp. 157-167 ◽  
Author(s):  
Anne N. Rinn
Keyword(s):  
College Students ◽  
Educational Aspirations ◽  
Career Aspirations ◽  
Self Concept ◽  
Honors College ◽  
Class Standing ◽  
Demographic Questionnaire ◽  
Achievement Aspirations ◽  
Faculty And Administrators ◽  
Honors College Students

This study sought to determine whether honors college students differed with regards to academic achievement, academic self-concept, general self-concept, educational aspirations, and career aspirations as a function of their class standing. Participants included 298 honors college students from a large, Midwestern university. A demographic questionnaire, the general academic subscale and the general-self subscale of the Self-Description Questionnaire III (Marsh & O'Neill, 1984), and the Leadership and Achievement Aspirations subscale of the Career Aspirations Scale (O'Brien, 1992) were used. Results indicate significant differences between juniors and seniors with regards to academic self-concept, educational aspirations, and career aspirations. Implications for honors faculty and administrators are discussed.

The Impact of Peer-Mentoring on the Academic Success of Underrepresented College Students

2021 ◽  
pp. 152102512199598
Author(s):  
Juan I. Venegas-Muggli ◽  
Carolina Barrientos ◽  
Fernando Álvarez
Keyword(s):  
College Students ◽  
Academic Success ◽  
Peer Mentoring ◽  
Underrepresented Students ◽  
Education Institution ◽  
Retention Rates ◽  
Mentoring Program ◽  
Quasi Experimental ◽  
The Impact ◽  
Better Than

This study evaluates the impact of the peer-mentoring program implemented by a Chilean higher education institution on underrepresented students’ academic success. Specifically, it assesses whether freshmen who enrolled in 2018 and took part in this initiative performed better than students with similar characteristics who did not. A quantitative quasi-experimental design was applied, using the Propensity Score Matching method. The results show that students who took part in this peer-mentoring program got better average grades and had better retention rates and attendance levels than those who did not. Strategies for developing successful mentoring initiatives for college students are discussed, with a special emphasis on their potential relevance to underrepresented students.

scholarly journals Vignette--Pivoting from Laboratory to Remote Research Using the Online Game Foldit

2021 ◽  
Vol 4 (4) ◽  
pp. 59-59
Author(s):  
Zahra Tehrani
Keyword(s):  
College Students ◽  
Research Group ◽  
Online Game ◽  
Honors College ◽  
Capstone Project ◽  
Research Initiative ◽  
Purdue University ◽  
Honors College Students

Honors College students at Purdue University are required to complete a capstone project as part of the curriculum. Many students experienced a disruption to their research plans in 2020 due to the COVID-19 pandemic. In response, faculty launched a place-based research initiative to recruit students to be onsite researchers from wherever they were. A Foldit research group was created for students from biology-related majors.

The Incidence of Perfectionism in Honors and Regular College Students

1995 ◽  
Vol 7 (1) ◽  
pp. 303-309 ◽  
Author(s):  
Wayne D. Parker ◽  
Karen K. Adkins
Keyword(s):  
College Students ◽  
Parental Expectations ◽  
Academic Excellence ◽  
Personal Standards ◽  
Honors College ◽  
Moderate Effect Size ◽  
Moderate Effect ◽  
Concern Over Mistakes ◽  
Highly Able ◽  
Honors College Students

Using the Multidimensional Perfectionism Scale (Frost, Martin, Lahart, & Rosenblate, 1990) measures of perfectionism in a group of 90 Honors College students and 95 more typical peers were compared. Honors College students received significantly higher scores with a moderate effect size on the subscales of Concern Over Mistakes, Personal Standards, Parental Expectations, and the total score of overall perfectionism. This result is in contrast to recent findings of no difference in perfectionism scores between gifted and typical younger students. It is unclear if the finding of elevated perfectionism among Honors College students is indicative of predisposition to maladjustment or is a healthy component of the pursuit of academic excellence among the highly able.

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