共查询到20条相似文献，搜索用时 62 毫秒
1.
Ching-Ling Wu 《Asia Pacific Education Review》2011,12(4):641-652
This study examined how college experiences affect student leadership capacity in the general college population, as well
as in male versus female populations. The data were drawn from a longitudinal sample of students across 156 colleges in Taiwan.
Results of this study indicated that student leadership capacity increased after college entry. After controlling for pre-college
experiences and structural characteristics, various college experiences of curricular learning, cocurricular learning, and
interpersonal interaction persisted as significant factors affecting student leadership capacity across genders. College experiences
of class skipping and campus residence demonstrated different effects than those found in the Western literature. Comparative
results of male and female students in various contexts detected using a statistical method and criteria demonstrated that,
in the case of Taiwanese college students, both genders were similarly affected by their college experiences as far as leadership
capacity is concerned. 相似文献
2.
William M. Bassin 《Research in higher education》1975,3(1):51-65
This article outlines a technique for analyzing various segments of a college's market for students. Careful scrutiny of the segments in which the college has a relatively limited appeal may suggest strategies for improving the college's performance in those segments. The article further describes a pilot test of the technique using data from Shippens-burg State College. Two key results of the pilot test were: 1. The college should give strong consideration to developing programs of interest to high-ability male students, a group currently underrepresented. 2. The development of a tuition schedule based on parental income would increase the proportion of lower-income students at the college. The cost, however, would have to be borne by the state, as the college would lose upper-income students in substantial numbers. 相似文献
3.
武文斌 《南昌教育学院学报》2012,(8):61+63
文章通过对独立学院问题学生在学习及生活中常见的问题的分析及对各种问题产生的原因进行剖析,本着"一切为了学生,为了一切学生,为了学生一切"的教育理念,结合实际论述了独立学院学生管理的一些粗浅的观点和方法。 相似文献
4.
吴海波 《河南职业技术师范学院学报(职业教育版)》2006,(5):85-90
通过对某高职院校工科系150学生入学时和一学年后的症状自评量表（SCL-90）、抑郁自评量表（SDS）、焦虑自评量表（SAS）、人际关系综合诊断量表、自我和谐量表（SCCS）五个量表的前后测试，并通过T检验统计前后测，研究发现，大学生群体男生占优势对男女生心理素质没有显著性影响。但对占优势的男生心理素质略有一定的负面影响，对女生则略有一定的正面影响，同时男女生都存在同异性朋友交往能力的下降。因此，在大学生群体男生占优势的高校中要注重男生的心理健康辅导，并需更加注重男女生异性朋友交往的辅导。 相似文献
5.
Leonard L. Baird 《Research in higher education》1984,21(3):261-279
This study examined the statistical and institutional influences on the prediction of first-year college grades, using data from College Board validity studies and the College Handbook. The criterion was the size of the multiple correlation between academic predictors and first-year college grades. The independent variables were the statistical data of the validity study and college characteristics. In general, the extent of the variation of the academic ability of the students was positively related to the size of the multiple correlation, and the heterogeneity of the programs and experience of college negatively related. Further analyses investigated the characteristics that were associated with the greater or lesser efficiency of the predictors (SAT Verbal and Mathematical and high school grades.) 相似文献
6.
Maureen Franklin Ph. D. 《Research in higher education》1995,36(2):127-153
It was the purpose of this study to assess the effects of differential college environments on academic learning and cognitive development by testing Pascarella's theoretical general causal model with longitudinal data from a national database on college students. Secondary analysis of longitudinal data from the 1986 Cooperative Institutional Research Program (CIRP) freshman survey and from the 1990 follow-up CIRP survey was conducted to formulate the five clusters of independent variables and two dependent variables as postulated by Pascarella. The final sample was composed of 2,165 students at four-year institutions. The data were analyzed using path analysis. Direct, indirect, and total effects of all variables are reported. Results of the path analyses partially supported Pascarella's theoretical causal model. Findings suggested that student precollege traits, the quality of student effort in academic pursuits during college, and interactions with faculty and peers are more salient influences on learning and student perceptions of cognitive development than institutional characteristics and institutional environment. Based on the findings of the present study, a refined causal model for college student academic and cognitive outcomes is proposed. Recommendations and implications for further study are given. 相似文献
7.
Differences in College Access and Choice Among Racial/Ethnic Groups: Identifying Continuing Barriers
Hurtado Sylvia Inkelas Karen Kurotsuchi Briggs Charlotte Rhee Byung-Shik 《Research in higher education》1997,38(1):43-75
This study focuses on the college application behaviors of students from various racial/ethnic groups in order to understand differences in access and college choice. Student characteristics, predispositions, academic abilities, and income levels were taken into account in our analyses. We analyzed data from the National Education Longitudinal Study (NELS) and the Beginning Postsecondary Student Longitudinal Study (BPS) and found significant group differences in preparation behaviors, college application behavior (number of colleges to which students applied), and attendance at their first choice of institution. The results of this study call attention to the need for campuses to evaluate the potential effects of policy decisions that may impact student choice for different populations of students. 相似文献
8.
Victor M. H. Borden Ph.D. 《Research in higher education》1995,36(1):73-88
A market segmentation analysis was conducted on students at a large midwestern urban university using two forms of hierarchical cluster analysis on student characteristics: an agglomerative procedure using a matching-type association measure and a divisive chi-square-based automatic interaction detection (CHAID). The resulting segments were compared for their ability to distinguish among students according to six satisfaction scales and measures of students' priorities for college study derived from a general satisfaction survey. As expected, the CHAID clusters discriminated better among students according to their several measures of satisfaction, one of which was the criterion variable for the analysis. However, both procedures produced differences across only two of six satisfaction scales. The matching-type measure clusters resulted in significant differences on 11 of 18 college study priority items compared to only 6 of 18 for the CHAID clusters. Final discussion describes the usefulness of market segmentation strategies for planning, evaluating, and improving academic and student support programs.Presented al the Thirty-Fourth Annual Forum of the Association for Institutional Research, New Orleans, LA, May 29–June 1, 1994. 相似文献
9.
Ketevan Mamiseishvili 《Higher Education》2012,64(1):1-17
The study used the data from the Beginning Postsecondary Students Longitudinal Study data set to observe the characteristics
of international students in their first-year in college and examine the factors that influenced their persistence in U.S.
postsecondary institutions. Results from logistic regression analysis revealed that GPA, degree plans, and academic integration
were positively related to persistence of international students, while remediation in English and social integration had
the negative effects on their persistence outcome. The results of the study signal the importance of encouraging collaboration
between offices of international student services and other academic departments or support services on campus. The retention
of international students should not be viewed as the responsibility of only international student advisors. Instead, it should
become a joint responsibility of faculty, academic advisors, English language program staff, and student affairs professionals
on campus. 相似文献
10.
《Journal of College Student Psychotherapy》2013,27(1):49-58
While the prevalence of specific phobias and social phobias is believed to be high in the general adult population, little data exists regarding the prevalence of these fears among college students. This paper describes an epidemiological study that surveyed 813 college students regarding the severity of fears experienced toward 12 objects and situations. In addition, this study assessed for students' interest in seeking therapy for these fears at their university's counseling or mental health center. The data suggest that fears of spiders (34% of the total sample), public speaking (31%), snakes (22%), heights (18%), and injections (16%) are quite common among college students, and 18% of students are interested in receiving treatment for their fears. The paper concludes with some recommendations on how exposure-based treatments could be conducted through college counseling or mental health centers to address these potentially academic- and socially impairing problems. 相似文献
11.
赛亚平 《南昌教育学院学报》2011,26(6):130-130,132
大学生管理工作是高校管理的一个重要方面。在一定意义上讲,学生管理工作并不仅仅是作为专业管理队伍的辅导员的职责,它应该是整个学校的各个部门相互配合、分工合作的结果。因此,高校的学校管理更应该通过文化育人、环境育人、活动育人等各种软环境,来达到对学生潜移默化的影响,从而更好的促进学生的管理,而高校的各种形式的社团组织是不容忽视的一个重要力量。 相似文献
12.
China’s higher education system has been marked by dramatic growth since 1999. In response to calls for quality assurance, substantial efforts have been made to improve collegiate environments and enhance student learning. However, only limited empirical research has been conducted to investigate the effects of the college environment on student gains in the Chinese context. Drawing on data from 1121 students at a prestigious four-year university, this study investigated how college environmental factors (i.e., course challenge, faculty guidance, academic climate, and interpersonal relationships) and student involvement affected students’ intellectual development. The results of the structural equation modeling indicated that academic involvement mediated the relations between college environmental factors and intellectual development. Among the four environmental factors studied, faculty guidance was the strongest predictor of intellectual development. The results highlight the pivotal role of teachers in student involvement and development. Practical implications for the design of college environments conducive to student learning are discussed. 相似文献
13.
采用分层随机取样从安徽省各级各类高校中抽取了8所学校的6578名在校大学生,采用中国大学生心理健康量表(CCSMHS),以班级为单位进行测试。通过对测试数据的整理与分析,得到了当前安徽省在校大学生心理健康的总体状况及具体表现特点。并在此基础上提出了对当前大学生心理健康教育的几点思考。 相似文献
14.
The purpose of this study was to examine how grading leniency and grade discrepancy (the difference between expected grades and deserved grades) were associated with various dimensions of student ratings of instruction. A sample of 754 undergraduate college students completed a student ratings of instruction instrument and provided responses to a number of other questions on topics such as course difficulty and workload. A series of multilevel regression analyses were conducted and results showed that an instructor's grading leniency, as perceived by students, was positively associated with student ratings on 11 of 12 dimensions of instruction examined. This finding suggests that more lenient instructors tend to receive higher student ratings. The second finding shows that grade discrepancy was negatively associated with most dimensions of instruction. This supports the self-serving bias hypothesis under attribution theory (Gigliotti & Buchtel, 1990) in that students tended to punish instructors with lower ratings when expected grades were lower than students believed they deserved, yet little evidence of a pattern of rewards existed in student ratings when students expected grades higher than they deserved. 相似文献
15.
16.
Patterns of integration,commitment, and student characteristics and retention among younger and older students 总被引：1，自引：0，他引：1
Jane M. Grosset 《Research in higher education》1991,32(2):159-178
The primary purpose of this study was to explore the differential persistence impact of the components of the Tinto model, preentry characteristics, initial goals and commitments, integration, subsequent goals and commitments, and external commitments, to the process of younger and older student persistence. The sample (N=449) included first-time students enrolled full- or part-time at a large, urban community college. The study design was longitudinal with questionnaire data gathered at the beginning and end of the spring 1989 semester. Persistence was measured from the spring to the following fall semester. Discriminant function analysis was used to study multivariate differences between short-term persisters and nonpersisters. Younger (17 to 24 years) and older (25+ years) student data were analyzed separately. Findings indicated (1) integration was more important to the persistence of younger students than it was for the older cohort; (2) self-assessed study skills were the most important discriminator for older students; (3) student perceptions of cognitive and personal development were important to persistence in both groups; and (4) goal commitment was important to the persistence of both age groups. 相似文献
17.
This research addresses the question of whether student loan repayment and default behaviors are more highly related to the characteristics of the college attended or to the characteristics of the individual student aid recipient. Our model development and variable selection is guided by theories of human capital and public subsidy, ability to pay perspectives, organizational structural/functional approaches, and student-institution fit models. To conduct the study, three national databases were merged: the NPSAS study of individual recipients of federal financial aid, IPEDS data containing campus financial and enrollment characteristics, and a third containing College Board Survey data. Our findings erode the basis for current national policies and proposed SPRE legislation that hold institutions accountable for the loan defaults of former students. Loan repayment and default behavior can be substantially predicted by the precollege, college, and postcollege characteristics of individual borrowers. Majoring in a scientific or technological discipline, earning good grades, persisting to degree completion, getting and staying married, and not having dependent children are all actions that substantially increase the likelihood of repayment and lower the likelihood of default. In both populations (all borrowers and nonproprietary), we find virtually no evidence of a direct link between default behavior and type of institution or highest degree offered.An earlier version of this paper was presented at the annual Forum of the Association for Institutional Research, New Orleans, Louisiana. May 1994. 相似文献
18.
David W. Chan 《High Ability Studies》2000,11(1):69-82
Previous studies have provided equivocal results regarding the use of teacher and parent ratings in identifying gifted students. This study explored their use through identifying those student behavioral characteristics on which such judgments were based, assessing their correspondence with student self-report data, and evaluating the differences between teacher and parent ratings. Teachers and parents of 109 gifted students (45 boys and 64 girls) provided ratings using Chinese versions of the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) (Renzulli, Smith, White, Callahan & Hartman, 1976). Results show a greater relevance for measuring leadership and motivation characteristics, and less relevance on creativity characteristics. Also, scales appear not to be good predictors of student self-report data on IQ, creativity and leadership. However, the Chinese SRBCSS was nevertheless demonstrated to be a viable instrument, yielding important data not available by self-report instruments for identifying gifted students. 相似文献
19.
Joan S. Stark 《Research in higher education》1975,3(4):329-344
Educational attitudes of entering students (N=236) and full-time faculty (N = 48) at a liberal-arts college for women were measured by the Student Orientations Survey (SOS) and the Faculty Orientations Survey (FOS). Attitudes of students who transferred from the college prior to the sophomore year were similar to those who remained on dimensions of educational purpose, peer relationships, and public position. Attitudes of transfers differed significantly from those of remaining students on dimensions concerned with the process of education and faculty-student power relationships. The absolute disparity between faculty and student attitudes on these same dimensions of process and power was greater for students who transferred than for students who remained. Implications for adapting the curricular-instructional process to reduce attrition and for utilizing such an assessment of student and faculty educational orientations in academic counseling are discussed. Suggestions are made for extending the study to identify possible relationships between disparity in faculty-student educational attitudes and attrition at other institutions. 相似文献
20.
Daniel W. Lang 《Higher Education》2009,57(3):355-371
This paper investigates the intersection of system articulation, transfer, and the choices that secondary school students
make when they apply to college and university. The investigation is based on the results of a study that was undertaken to
determine factors that influence choices that secondary school students make between enrolling in community college or university,
and in particular whether or not those choices are affected by the degree of “articulation” within a public system of post-secondary
education. There are several studies that have emerged recently in the United States and Canada that examine factors that
influence the choice of university and 4-year college. There are a few studies that examine the choice of community and 2-year
college. None, however, either in Canada or in the United States, has sought to examine “college choice” comparatively among
students who apply to baccalaureate (4-year colleges and universities) and sub-baccalaureate (community colleges) programs.
This study examines college choice on the basis of two series of longitudinal surveys conducted in the province of Ontario
since the late 1980s, and on a series of surveys and interviews of students, parents and guidance counselors in six secondary
schools, each with a different student population, since 2004. The third study—called the “college choice” project—tracked
secondary school students as they made decisions about attending college or university, and as they finally selected the institutions
that they would attend. The study concludes that greater conventional articulation will not significantly affect rates of
transfer, that for most students plans to transfer develop after they enter college and are not a major factor in their initial
“choice,” that the rate of transfer is highly dependent on the corresponding arrays of programs at colleges and universities,
and that articulation might better be thought of as a subset of other basic forms of inter-institutional cooperation.
An earlier version of this paper was presented to the ASHE Annual Conference, Louisville, Kentucky, November, 2007. 相似文献