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The purpose of this study was to identify and define the psychosocial factors that affect a student's ability to become socially integrated in college. In specific terms, the study explored the relationship and impact of precollege psychosocial factors in the context of current models of academic persistence. Participants were 151 first-time freshmen, volunteers from a small, special purpose undergraduate institution. These students completed a precollege survey and a first-year experience survey in the late spring or summer following the freshman year. Six precollege psychosocial constructs were hypothesized to affect a student's ability to become integrated in college and his or her subsequent decision to remain enrolled or withdraw. Factor analyses supported these constructs. Results indicate that skills and attitudes developed prior to enrollment in higher education have an impact on a student's transition to the college environment and the decision to remain enrolled in college. The results suggest four major areas for intervention by higher education institutions: mentoring services, faculty and staff development, student activities and residence hall programming, and counseling initiatives. (Contains 1 figure, 4 tables, and 70 references.) (SLD)

Descriptors: Academic Persistence, College Freshmen, High School Students, High Schools, Higher Education, Student Adjustment, Student Characteristics, Student Surveys











Autor: Nora, Amaury; Lang, Donna

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6123&id=ED457728



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