scholarly journals Not So Soft Skills: The Importance of Grit to College Student Success

2019 ◽  
Vol 26 (2) ◽  
Author(s):  
Rebekah Reysen ◽  
Patrick Perry ◽  
Matthew Reysen ◽  
R. Dewey Knight
Keyword(s):  
At Risk ◽  
Academic Success ◽  
Undergraduate Students ◽  
At Risk Students ◽  
Public Institutions ◽  
College Student Success ◽  
Future Directions ◽  
Credit Hours ◽  
Collegiate Level

According to the American College Testing organization (2012), fewer than 35% of students attending public institutions graduate within five years of enrolling. This figure increases to just over fifty percent for private attendees. Clearly, the idea of a “four-year degree” is more elusive for the majority of undergraduate students than it has ever been. These facts have led researchers to consider the factors that delay, or even prevent, graduation. The concept of “grit” (Duckworth, Peterson, Matthews, & Kelly, 2007) is defined as passion and perseverance for very long-term goals and has become a popular topic in the education literature. Duckworth et al. (2007) found that grit positively associates with academic success. The purpose of the present study was to explore the relationships between grit, academic performance, and educational attainment, as measured by number of attempted credit hours at the collegiate level. We also aimed to ascertain whether academically at-risk students (those with less than a 2.0 GPA) had lower grit scores than their non-at-risk peers. We discuss our findings in the context of potential interventions and future directions for research in this area.

Increasing Academic Success Among Disadvantaged, At-Risk Students: The U-Pace Model

2009 ◽  
Author(s):  
Jessica Barnack ◽  
Raymond Fleming ◽  
Rodney Swain ◽  
Laura Pedrick ◽  
Diane M. Reddy
Keyword(s):  
At Risk ◽  
Academic Success ◽  
At Risk Students

scholarly journals Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

2017 ◽  
Vol 7 (3) ◽  
pp. 42
Author(s):  
Vikash Rowtho
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Early Detection ◽  
Undergraduate Students ◽  
At Risk Students ◽  
Regression Analyses ◽  
Linear Discriminant ◽  
Student Dropout ◽  
Performance Predictors ◽  
A New Technique

Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students participated in the study conducted in a Mauritian private tertiary academic institution. Results of regression analyses identified the variables having a significant influence on academic performance. These variables were used in a linear discriminant analysis where 74 percent of the students could be correctly classified into three categories: at-risk, pass or fail. In conclusion, this study has proposed a new technique that can be used by institutions to determine significant academic performance predictors and then identify at-risk students upon whom interventions can be implemented prior to exams to address the problem of dropouts.

Smart Learning through Pervasive Computing Devices

2011 ◽  
pp. 3486-3491
Author(s):  
S. R. Balasundaram ◽  
Roshy M. John ◽  
B. Ramadoss
Keyword(s):  
At Risk ◽  
New Technologies ◽  
At Risk Students ◽  
Engaged Learning ◽  
Smart Learning ◽  
Technology Applications ◽  
High Standards ◽  
Pullout Programs

An increasing number of educators are calling for high standards and challenging learning activities for students. Learning blended with technology can especially provide all possible sources of education. The technologies are not only going to act as technical add-ons to the system but also they can try their best to improve the quality of education. New technologies can provide meaningful learning experiences for all learners, especially those who are in the developing countries. Educational centers that capitalize on the technological and educational reforms will help students to develop higher order skills and to function effectively in the world beyond the classroom. Achieving such fundamental change, however, requires a transformation of not only the underlying pedagogy but also the kinds of technology applications typically used in classrooms serving at-risk students. The vision of classrooms structured around student involvement in challenging, long-term projects and focused on meaningful, engaged learning is important for all students. Yet such a change in practice would be especially dramatic for those students who have been characterized as economically disadvantaged or at risk. Traditionally, schools have had lower expectations for such students. Teachers have emphasized the acquisition of basic skills for at-risk students, often in special pullout programs or in lower level tracks.

ENRICHMENT FOR ACADEMIC SUCCESS: HELPING AT-RISK STUDENTS

1990 ◽  
Vol 15 (6) ◽  
pp. 33-37 ◽  
Author(s):  
ARTHUR REE CAMPBELL ◽  
SANDRA M. DAVIS
Keyword(s):  
At Risk ◽  
Academic Success ◽  
At Risk Students

Exploring the Relationship between Recreational Sports Employment and Academic Success

2007 ◽  
Vol 31 (1) ◽  
pp. 69-74 ◽  
Author(s):  
Matthew W. Hackett
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Grade Point Averages ◽  
Student Employment ◽  
Recreational Sports ◽  
Grade Point ◽  
Credit Hours ◽  
Student Employees ◽  
Part Time ◽  
The Relationship

This study examined the relationship between part-time student employment in a recreational sports department and academic success as measured by grade point averages (GPA) and number of credit hours enrolled. Three hundred and thirty undergraduate recreational sports student employees were compared to a random sample of 350 undergraduate students who were not employed by the department of recreational sports. A positive connection was identified between employment with the recreational sports department and academic success. Freshmen and junior recreational sports employees had statistically significant higher GPAs than the freshmen and juniors in the general student population. However, working with the recreational sports department did not have an effect on the number of credit hours enrolled.

Meeting the At-Risk Challenge: Empowering Nursing Students Through Mentoring

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Lori L. Candela ◽  
Susan Kowalski ◽  
Dianne Cyrkiel ◽  
Deborah Warner
Keyword(s):  
At Risk ◽  
Nursing Students ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Nursing Faculty ◽  
At Risk Students ◽  
Learning Gain ◽  
Nursing Courses ◽  
The University ◽  
Faculty Mentors

Wanting to improve student retention, progression, and graduation, the nursing faculty of the University of Nevada, Las Vegas developed a program for undergraduate students. Designated faculty mentors are available for academically at-risk students, or any student wanting to improve learning skills. Through mentoring sessions, students are helped to assess their learning difficulties, develop individualized prescription plans for learning, gain support during implementation of learning strategies, and evaluate results. Implemented in 2002, the program reflects positive outcomes. Of the 29 students who were referred to the program, only 3 were unsuccessful in passing their nursing courses. Student evaluations of the program reflect the value of the mentoring experience. The program has subsequently developed in the areas of advertising, diagnostic student testing, and student access to support resources.

Assessing the Validity of College Success Indicators for the At-Risk Student: Toward Developing a Best-Practice Model

2017 ◽  
Vol 21 (2) ◽  
pp. 166-183 ◽  
Author(s):  
Leslie Tucker ◽  
Oscar McKnight
Keyword(s):  
At Risk ◽  
Academic Success ◽  
Student Success ◽  
Best Practice ◽  
Research University ◽  
At Risk Students ◽  
American College Test ◽  
Retention Data ◽  
Grade Point ◽  
Success Indicators

This study assessed the feasibility of using precollege success indicators to identify at-risk students at a large 4-year public research university in the Midwest. Retention data from students who participated in an established student success program were examined. The findings affirm that the initial admissions assessment identifying at-risk students is a feasible predictor of academic success, including high school (HS) grade point average (GPA) could predict student success over and above the variance accounted for by American College Test alone; the semester in which students are admitted is a predictor of success; first-semester college GPA can predict academic success over and above chance; there is a significant positive relationship between cognitive ability (i.e., American College Test × HS GPA) and SUCCESS; HS GPA could be used as the single best predictor of student success; and using all three variables to identify student success appears warranted. A PASS model is offered to assist in the development of interventions and success programs.

scholarly journals Incorporating Human–Animal Interaction Into Academic Stress Management Programs: Effects on Typical and At-Risk College Students’ Executive Function

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110116
Author(s):  
Patricia Pendry ◽  
Alexa M. Carr ◽  
Jaymie L. Vandagriff ◽  
Nancy R. Gee
Keyword(s):  
At Risk ◽  
Academic Success ◽  
At Risk Students ◽  
Academic Failure ◽  
Evidence Based ◽  
Stress Prevention ◽  
Human Animal ◽  
Human Animal Interaction ◽  
Animal Interaction ◽  
Intent To Treat

Implementation of university-based animal-assisted stress-prevention programs is increasing despite limited knowledge about impacts on students’ academic success. This randomized trial (N = 309) examined the effects of a 4-week stress-prevention program with varying levels of human–animal interaction (HAI) and evidence-based content presentations on students’ executive functioning (EF). Effects were examined while considering the moderating role of students’ risk status (N = 121), based on history of academic failure, suicidal ideation, mental health, and learning issues. Intent-to-treat analyses showed that at-risk students showed the highest levels of EF (Β = 4.74, p = .018) and metacognition (Β = 4.88, p = .013) at posttest in the condition featuring 100% HAI, effects that remained 6 weeks later (ΒGlobal EF = 4.48, p = .028; ΒMetacognition = 5.31,p = .009). Since evidence-based content presentations did not confer benefits for at-risk students’ EF, even when offered in combination with HAI, universities should consider providing at-risk students with targeted programs emphasizing exposure to HAI.

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