scholarly journals Sinking or Swimming in an Academic Pool: A Study of Resiliency and Student Success in First-Year Undergraduates

2019 ◽  
Vol 49 (1) ◽  
pp. 60-84
Author(s):  
Claire A Wilson ◽  
Sarah E Babcock ◽  
Donald H Saklofske
Keyword(s):  
Academic Success ◽  
Secondary Education ◽  
Student Success ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Protective Factor ◽  
Academic Skills ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Sense Of Mastery

The transition from high school to post-secondary education presents challenges for students. Many variables have been identified as significant predictors of student achievement. Resiliency, defined as the ability to overcome challenges and adversity, may be particularly relevant during the adjustment to post-secondary education. This study assesses whether resiliency incrementally predicts student success after controlling for additional predictors. Participants were 277 undergraduate students who completed self-reports of academic skills, resiliency, personality variables, emotional intelligence (EI), and perfectionism. Students’ year-end GPA was collected from the university registrar. Hierarchical regression analysis revealed that resiliency, measured by sense of mastery, negatively predicted GPA after controlling for other predictors. The sense of mastery facet of self-efficacy positively predicted GPA; however, the adaptability facet was a significant negative predictor of GPA. Findings suggest that self-efficacy is a salient predictor of academic success, and that strong academic skills may serve as a protective factor for poor adaptability.

scholarly journals Undergraduate Disabled Students as Knowledge Producers including Researchers: A Missed Topic in Academic Literature

2019 ◽  
Vol 9 (4) ◽  
pp. 259 ◽  
Author(s):  
Lillywhite ◽  
Wolbring
Keyword(s):  
Secondary Education ◽  
Stem Education ◽  
Undergraduate Students ◽  
Academic Career ◽  
Post Secondary Education ◽  
Research Experience ◽  
Disabled People ◽  
Disabled Students ◽  
Post Secondary ◽  
Academic Literature

Research experience is beneficial for undergraduate students for many reasons. For example, it is argued in academic literature and in reports produced by various organizations that engage with science, technology, engineering and math (STEM) education and science education that undergraduate research experience increases the graduation rate in STEM disciplines as well as the amount of students thinking about STEM careers. As such, being researchers should also be of benefit to undergraduate disabled students in all disciplines including STEM education. However, given that undergraduate disabled students encounter many problems within post-secondary education, including STEM education, undergraduate disabled students might encounter problems in becoming researchers. Policies are to be guided by knowledge and evidence. However, knowledge and evidence deficits exist in relation to the lived experience of disabled people. Undergraduate disabled students could decrease the knowledge deficit as researchers and knowledge producers. The numbers of disabled academic faculty are judged as being too low and efforts are under way to increase the number of disabled academics. Increasing the number of undergraduate disabled researchers might increase the available pool of disabled students that pursue an academic career. Given the important role research performed by undergraduate disabled students can play and given that many studies highlight problems for disabled students in post-secondary education in general, we used a scoping review approach to investigate the coverage of undergraduate disabled students as knowledge producers, including as researchers, in the academic literature. Using various search strategies, we obtained 1299 initial hits. However, only 15 had relevant content. No study investigated how undergraduate disabled students select their research topics or how they are enticed to pursue research projects outside of a course-based framework. No study looked at the linkage between being an undergraduate disabled researcher and career choices or using the obtained research skills on the undergraduate level in one’s role as a community member after graduation. Our findings suggest an opportunity for many fields, ranging from disability studies to STEM education, to generate more empirical data and conceptual work on the role of undergraduate disabled students as knowledge producers including as researchers. Such studies could help to increase the numbers of undergraduate disabled students as knowledge producers, including researchers, which in turn could help to increase (a) the number of disabled academics, (b) the number of disabled students who perform research in the community after graduation, (c) the degree success of disabled students and (d) the knowledge available on the social situation of disabled people.

scholarly journals Partners in learning?: A qualitative study of the intimate relationships of partnered mature students in post-secondary education

2018 ◽  
Vol 3 ◽  
Author(s):  
Tricia Van Rhijn ◽  
Sarah Hunter Murray ◽  
Robert Mizzi
Keyword(s):  
Academic Success ◽  
Secondary Education ◽  
Intimate Relationships ◽  
Educational Institutions ◽  
Post Secondary Education ◽  
Structured Interviews ◽  
Post Secondary ◽  
Mature Students ◽  
Negative Impacts ◽  
Secondary Study

Mature students in post-secondary education face unique challenges negotiating both academic and familial responsibilities beyond those of their traditional-aged peers. The current study examined the bidirectional influences between intimate relationships and post-secondary study. Twenty-eight semi-structured interviews were conducted with heterosexual, cisgender, partnered, mature students attending various universities in southern Ontario, Canada. Through a thematic analysis, the research indicated that school had a number of negative impacts on mature students’ relationships; however, there were also some positive impacts. Intimate relationships were also described to have an impact on academic success. Mature students with supportive partners described being able to focus on school and perform better, while students with less supportive partners described difficulties allotting the amount of time to school that was required. Recommendations are made for post-secondary educational institutions to acknowledge the unique challenges faced by partnered mature learners and offer targeted support services.

Reflections from the U.S.–Mexico borderlands on a “border-rooted” paradigm in higher education

Ethnicities ◽  
2018 ◽  
Vol 18 (2) ◽  
pp. 277-294
Author(s):  
Cynthia L Bejarano ◽  
Jeffrey P Shepherd
Keyword(s):  
Secondary Education ◽  
Student Success ◽  
Paradigm Shift ◽  
Latino Students ◽  
Space And Place ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Alternative Approach ◽  
Latino Student Success ◽  
The U.S

This essay proposes an alternative approach to Latino student success through a “border-rooted” paradigm shift in post-secondary education. A “border-rooted” paradigm reflects the local socio-cultural and historical epistemologies that impact post-secondary education, and how space and place impacts educational settings that serve Latino students.

scholarly journals Exploring factors influencing the retention rates of Indigenous students in post-secondary education

2020 ◽  
Vol 10 (11) ◽  
pp. 24
Author(s):  
Sherry Ann Arvidson ◽  
Cheyanne Desnomie ◽  
Shauna Davies ◽  
Florence Luhanga
Keyword(s):  
Academic Success ◽  
Secondary Education ◽  
Retention Rates ◽  
Post Secondary Education ◽  
Education Programs ◽  
Indigenous Students ◽  
Post Secondary ◽  
Institutions Of Higher Learning ◽  
Administrative Leaders ◽  
Caucasian Students

In comparison to Caucasian students, Indigenous students are outnumbered when it comes to enrollment in post-secondary education programs. Designated seats for Indigenous students often sit empty. With an aim to succeed academically, Indigenous students have had to develop a strong sense of resiliency and identity to overcome barriers to attend institutions of higher learning. Questions still remain as to why the seats are not being filled or what is preventing Indigenous students from enrolling in post-secondary education resonate among faculty and administrative leaders. Tinto’s model of persistence confirmed the importance of integrating social involvement in academia. Students need support to achieve academic success and personal satisfaction. Motivational factors consisting of specific family member encouragement and exploring a better way of life was seen as the main reason to enroll in post-secondary education. Limitations of support at the peer and institutional levels were seen as challenging for Indigenous students and often times had an impact on academic completion. Questions as to why the seats are not being filled or what is preventing Indigenous students from enrolling in higher education programs led to the purpose of this study.

Trends and Challenges in Serving Students with Disabilities in Post-Secondary Education

2014 ◽  
pp. 486-510
Author(s):  
Michael J. Roszkowski ◽  
Scott Spreat ◽  
MarySheila E. McDonald ◽  
Margot Soven
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Secondary Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Higher Education Institutions ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Insight Into

The present chapter provides a detailed insight into the challenges faced by higher education institutions across the globe in providing education to students with disabilities. The chapter examines the enrolment pattern of these learners and how this varies with the nature and kind of disabilities. It also identifies the factors that affect the academic success of these learners and suggests measures that can enhance enrollment of learners with special needs.

scholarly journals School-University Partnerships: A Model for Supporting Transition and Persistence from K-16

2019 ◽  
Vol 12 ◽  
pp. 166-176
Author(s):  
Catharine Dishke Hondzel ◽  
John Churchley ◽  
Susan Lidster
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Student Success ◽  
Present Article ◽  
Educational Institution ◽  
Faculty Members ◽  
Personal Goal ◽  
Post Secondary Education ◽  
University Partnerships ◽  
Post Secondary

The reasons why students persist in their post-secondary learning are complex. This paper proposes a model for the development of K-16 partnerships that promote student success through the transition from secondary school to post-secondary, supported by teachers, faculty members, and educational developers. This model proposes that each of the partners engage in developing sustainable, collaborative projects. These projects have at their core a focus on students’ transition from one educational institution to the next, with the intended outcome of increasing rates of persistence, while reducing rates of attrition. Not all students may have post-secondary education as their personal goal, but for those that do, this support model aims to provide a framework to scaffold the transition so that learners are successful, and teachers and faculty are prepared to support learners as they move from one institution to another.   Les raisons qui expliquent pourquoi les étudiants persistent dans leur apprentissage postsecondaire sont complexes. Le présent article propose un modèle pour l’élaboration de partenariats K-16 qui vise à favoriser la réussite étudiante lors de la transition de l’école secondaire à l’éducation postsecondaire avec l’appui d’enseignants, de professeurs et de concepteurs pédagogiques. À la base, ces projets se focalisent sur la transition des étudiants d’un établissement d’éducation vers un autre. Ils visent à faire augmenter le taux de persistance et à faire diminuer le taux d’abandon. L’éducation postsecondaire ne constitue pas forcément un but personnel pour tous les étudiants, mais pour ceux dont c’est l’objectif, le présent modèle vise à fournir un cadre pour structurer la transition et soutenir la réussite des apprenants de même que la préparation des enseignants et des professeurs qui appuieront les étudiants dans leur transition.

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