Psychosocial Factors Predicting First-Year College Student Success

This meta-analysis examined the relationship between psychosocial factors and community college student success. Informed by college persistence models and motivational theory, we statistically integrated past research on five psychosocial categories (motivation, self-perceptions, attributions, self-regulation, and anxiety), examining their relationship with two student success outcomes: community college persistence (58 samples, N = 23,372) and achievement (186 samples, N = 56,095). Results indicated that psychosocial factors had small but meaningful relationships with community college persistence and achievement. Correlations were larger overall for motivation and self-perceptions, and when outcomes were more proximally related with student engagement. Implications for research and practice are discussed.

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Is What Glitters Really Gold? A Quasi-Experimental Study of First-Year Seminars and College Student Success

Research in Higher Education ◽

10.1007/s11162-019-09558-8 ◽

2019 ◽

Vol 61 (2) ◽

pp. 167-196 ◽

Cited By ~ 5

Author(s):

K. C. Culver ◽

Nicholas A. Bowman

Keyword(s):

Experimental Study ◽

College Student ◽

Student Success ◽

First Year ◽

College Student Success ◽

Quasi Experimental ◽

First Year Seminars

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Research-inspired peer-mentoring program may be a formula form community college student success

PsycEXTRA Dataset ◽

10.1037/e630752011-005 ◽

2011 ◽

Author(s):

Melody C. Brown ◽

Kristin K. Gundersen ◽

Luke Klein

Keyword(s):

Community College ◽

College Student ◽

Student Success ◽

Peer Mentoring ◽

Community College Student ◽

Mentoring Program ◽

College Student Success

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Moderating role of social support on first-year college student outcomes

PsycEXTRA Dataset ◽

10.1037/e683152011-436 ◽

2011 ◽

Author(s):

Daniel A. Dickson ◽

Colleen S. Conley ◽

Kunal A. Patel ◽

Daniel Cunningham

Keyword(s):

Social Support ◽

College Student ◽

Student Outcomes ◽

First Year ◽

First Year College ◽

College Student Outcomes ◽

Moderating Role

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Enhancing the College Student Experience: Outcomes of a Leisure Education Program

Journal of Experiential Education ◽

10.1177/1053825917751508 ◽

2018 ◽

Vol 41 (1) ◽

pp. 90-106 ◽

Cited By ~ 10

Author(s):

Katherine A. Jordan ◽

Ryan J. Gagnon ◽

Denise M. Anderson ◽

June J. Pilcher

Keyword(s):

Life Satisfaction ◽

College Student ◽

Student Success ◽

Education Program ◽

School Belonging ◽

Self Esteem ◽

School Satisfaction ◽

Student Life ◽

College Student Success ◽

Leisure Education

Background: Experiential education in higher education provides opportunities for college student development that contribute to student success. As such, a leisure education program is posited as a complement to experiential education programming. Purpose: This study explored the impact of a leisure education program (leisure skills) on dimensions of college student success, including school satisfaction, student life satisfaction, school belonging, and self-esteem. Methodology/Approach: This study compared 531 leisure skills students with a group of 136 students not enrolled in a leisure skills class. Findings/Conclusions: The results of a repeated-measures analysis indicated leisure skills students fared better than non–leisure skills students in the measured dimensions, maintaining similar levels of school satisfaction, life satisfaction, belonging, and self-esteem over the course of the semester while the non–leisure skills students experienced decreases. Implications: Students who chose leisure skills classes experienced stability and improvement in school and student life satisfaction, school belonging, and self-esteem. Therefore, leisure education programming should be further examined as a mechanism for college student success.

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First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset

Entrepreneurship Education and Pedagogy ◽

10.1177/25151274211029207 ◽

2021 ◽

pp. 251512742110292

Author(s):

Darby R. Riley ◽

Hayley M. Shuster ◽

Courtney A. LeMasney ◽

Carla E. Silvestri ◽

Kaitlin E. Mallouk

Keyword(s):

High School ◽

College Student ◽

Engineering Students ◽

Educational Experiences ◽

Multidisciplinary Design ◽

First Year ◽

First Semester ◽

First Year College ◽

Starting Point ◽

Reflection Prompts

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

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