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1.
This paper presents a meta-analytic review (k = 237, N = 44,668) of the adjustment to college literature. The review, based on studies using the Student Adaptation to College Questionnaire,
is organized around three primary themes: (1) the structure of students’ adjustment to college, (2) the relationship of adjustment
to college constructs with possible antecedents and correlates, and (3) the relationship of adjustment to college constructs
with college grades and college retention. Meta-analytic results indicate that adjustment to college is multidimensional,
predictive of college grades, and an unusually good predictor of college retention. Adjustment to college is also shown to
be moderately related to individual traits, social support, and students’ relationships with their parents. Weaker relationships
are evident with demographic variables, prior achievement, coping approaches, and variables that reflect students’ psychological
independence from their parents. Theoretical and practical implications for the study of students’ adjustment to college,
academic performance, and retention are discussed. 相似文献
2.
The authors examined the predictors of familial acculturative stress in 85 Asian American college students. Participants were primarily 1st‐ and 2nd‐generation U.S. citizens. Results showed that perceived acculturative family conflict and family intragroup marginalization were related to higher levels of familial acculturative stress for participants. Family intragroup marginalization accounted for a statistically significant proportion of the variance in familial acculturative stress after all variables were controlled. The findings emphasize the need to recognize culture‐specific stressors of college students. Implications for college counselors are discussed. 相似文献
3.
Gary R. Pike 《Research in higher education》2006,47(5):591-612
Holland’s theory of vocational preferences provides a powerful framework for studying students’ college experiences. A basic proposition of Holland’s theory is that individuals actively seek out and select environments that are congruent with their personality types. Although studies consistently support the self-selection proposition, they have not examined the processes underlying students’ selections. It seems reasonable to presume that many students select academic majors because they believe or expect that the academic environments will be congruent with their personalities. Using data from 631 entering students, this research examined the possibility that self-selection is related to students’ college expectations. Results provided support for the role of expectations in the selection of academic majors. 相似文献
4.
The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy
for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework
influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning,
although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable.
No gender differences were found for any of the variables, a finding that extends prior research based on high school girls.
Educational implications about the importance of students’ homework completion and its relationship to college students’ development
of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective. 相似文献
5.
The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement 总被引：2，自引：0，他引：2
Robert H. Stupnisky Robert D. Renaud Lia M. Daniels Tara L. Haynes Raymond P. Perry 《Research in higher education》2008,49(6):513-530
While a great deal of research has examined students’ critical thinking skills, less is known about students’ tendencies to
use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think
critically or what impact this disposition has on college students’ academic achievement. Perceived control, which has been
found to be an important factor in college students’ academic success, may be an important factor in developing this disposition.
The current longitudinal study examined the reciprocal-effects between critical thinking disposition and perceived academic
control, and their comparative influences on academic achievement in 1196 first-year college students. Using a two-wave, two-variable
cross-lag structural equation model, a reciprocal-effect was found whereby students’ perceived academic control predicted
their subsequent critical thinking disposition, and students’ critical thinking disposition predicted their subsequent perceived
academic control. Furthermore, after controlling for high school academic performance, perceived academic control was found
to have a stronger impact on students’ GPAs than critical thinking disposition. Implications of fostering a critical thinking
disposition and perceived academic control among college students are discussed.
相似文献
| Robert H. StupniskyEmail: |
6.
Gary R. Pike 《Research in higher education》2006,47(7):801-822
Because it focuses on the interactions between students and their environments, Holland’s theory of vocational choice provides a powerful framework for studying college experiences. The present study assessed the relative merits of psychological and sociological interpretations of Holland’s theory by examining the relationships among students’ expectations about college, their personality types, and their intended academic majors. Results indicated that both the psychological and sociological aspects of Holland’s theory aid in understanding students’ college expectations. 相似文献
7.
This paper estimates the effect of students’ background characteristics on the academic outcomes of their college roommates.
It uses data from four classes of students at Wellesley College, where roommate assignment is credibly random, conditional
on student responses to a housing preference form. In linear specifications, there are no peer effects on students’ grade
point averages. There is some evidence that students’ SAT scores have nonlinear effect on their roommates’ achievement, but
the results are not robust. We conclude that roommate peer effects might exist among small groups of students, but they are
not a key determinant of students’ average academic outcomes at Wellesley College. 相似文献
8.
Assessing college students’ perceptions of a case teacher’s pedagogical content knowledge using a newly developed instrument 总被引：1，自引：0，他引：1
Ongoing professional development for college teachers has been much emphasized. However, previous research on learning environments
has seldom addressed college students’ perceptions of teachers’ PCK. This study aimed to evaluate college students’ perceptions
of a physics teacher’s PCK development using a newly developed instrument and workshop intervention. A mixed method design
was employed incorporating both quantitative and qualitative techniques. The survey “Assessing Students’ Perceptions of College
Teachers’ PCK” was adopted as the instrument of research. This survey was conducted twice in this study; with the pre-test
carried out during the mid-term exam and the post-test given in the last week of the semester. The results indicate that only
SMK and IRS showed significant difference in the four categories of the survey, while IOC and KSU did not. Furthermore, the
organized workshops helped the case teacher to better understand students’ prior conceptions of the subject matter and learning
difficulties, and further facilitated her adjustment of instructional strategies. The limitations of this study are discussed
and suggestions for improvement are also provided. 相似文献
9.
10.
This study examined the relationships among college students’ civic values and behaviors, college culture, and college involvement,
accounting for their pre-college inclinations toward civic responsibility. Using a longitudinal, national dataset comprised
of 3,680 college students, the study employed structural equation modeling to identify a model that suggests social activism
goals mediate the relationship between co-curricular engagement and charitable involvement behaviors. 相似文献
11.
12.
Miguel Ángel Cano Linda G. Castillo Yessenia Castro Marcel A. de Dios Angelica M. Roncancio 《International journal for the advancement of counseling》2014,36(2):136-149
This study examined associations of intragroup marginalization and cultural incongruity with acculturative stress and depressive symptoms among 155 undergraduate U.S. college students of Mexican heritage. Findings indicate that perceived interpersonal distancing by the family (intragroup marginalization) and perceived lack of cultural fit between the respondent and academic institution (cultural incongruity) had statistically significant direct and indirect effects on depressive symptoms via acculturative stress. Results also show that 39.7 % of the variance corresponding with depressive symptoms was accounted for by intragroup marginalization, cultural incongruity, acculturative stress, and other exogenous variables. 相似文献
13.
In order to help students make well-informed choices, reliable college ranking systems with comparable information about higher education institutions worldwide have been welcomed by many students. Because traditional college rankings had many methodological problems, a new type of user-based ranking, called “personalized college ranking” started to develop in many nations in the late 1990s. In 2008, Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT), launched a ranking project called “College Navigator in Taiwan” which developed the first Asian student-based college search engine to provide local and international students with transparent information on Taiwan’s higher education institutions. The main objective of this paper, therefore, is to compare the rational, strategies and pathways for establishing personalized college rankings. In order to analyze the gap between students’ preferences and university presidents’concerns over ranking indicators, HEEACT’s “College Navigator in Taiwan” is adopted as a case study at the end of paper. 相似文献
14.
The integrated-skills approach (ISA), which incorporates the four language skills-reading, writing, speaking, and listening-has
become a dominant trend in FL college instruction in Taiwan. The purpose of the study was to examine how the ISA is being
used in Taiwan’s EFL college classes, develop an understanding of students’ satisfaction with the integrated-skill class and
authentic activities, and determine if students’ views about separated-skill instruction changed during the year of coursework.
Data were collected from a questionnaire survey, interviews of students, and classroom observation. The results indicated
that the instructor provided a wide range of authentic materials and class activities, allowing students to interact with
texts and each other in a seamless integration of the four language skills. 90% of students recommended continuing to implement
the ISA in class for the next academic year. Survey and interview data revealed that under teachers’ class structures, students
changed their views on EFL instruction. 相似文献
15.
Mary Trepanier-Street Martha A. Adler Julie Taylor 《Early Childhood Education Journal》2007,34(5):337-343
With the increasing demands placed on working families and the push downward of academics from the K-12 system, there is a
critical need to provide high-quality early childhood programming for our nation’s children, particularly those considered
at risk for academic failure. This study attempts to (a) understand the beliefs of college students about early childhood
development and developmentally appropriate practices, and (b) determine if these beliefs change after their yearlong involvement
in Jumpstart, a national intensive mentoring program for academically at-risk preschoolers. Surveys from this national program
investigated college students’ beliefs about early childhood development and developmentally appropriate practices. Results
indicate that a yearlong mentoring program positively impacts college students’ beliefs. These beliefs become less skills-based
more and child-centered and constructivist. 相似文献
16.
Markus Nivala Roger S?lj? Hans Rystedt Pauliina Kronqvist Erno Lehtinen 《Instructional Science》2012,40(5):799-811
New representational technologies, such as virtual microscopy, create new affordances for medical education. In the article, a study on the following two issues is reported: (a) How does collaborative use of virtual microscopy shape students’ engagement with and learning from virtual slides of tissue specimen? (b) How do visual and conceptual cues scaffold students’ reasoning? Fifteen pairs of medical students participated in two sessions in which the students used a virtual microscope as a diagnostic tool in the context of learning pathology. The slides provided the students with varying levels of visual and conceptual cueing. The sessions were videotaped, and the students’ reasoning while using the microscope was analysed. The students’ written answers were analysed in terms of the findings they made and the diagnoses suggested. At a general level, the results show that students engage actively in this kind of virtually-mediated environment. The visual and/or conceptual cues improve students’ performance, and guide the students’ perception and reasoning in a manner that is productive from the point of view of learning to make clinically relevant observations. Scaffolding students’ reasoning process through cues furthermore assists the students in avoiding the most obvious pitfalls such as overlooking critical areas of a specimen. Overall, visual and conceptual cues improve students’ reasoning in perceptual and cognitive terms, while still allowing space for the making of “relevant mistakes” that may further the students’ diagnostic skills. 相似文献
17.
In this study, students’ perceptions of the classroom learning environment in Arab elementary schools were investigated. The
sample included 261 students from Grades 5 and 6. The questionnaire was developed at an Arab college of teacher education
by 16 fourth-year student teachers who were completing their studies toward a BEd degree. Articles on classroom learning environment
were distributed to the students, who then wrote items to assess learning environment. The items were evaluated for content
validity in relation to the Arab school culture, language, teachers’ teaching, students’ learning styles, teacher–student
relations, order and organisation, discipline and behaviours. The Classroom Learning Environment of Elementary Students (CLEES)
questionnaire consists of 32 items in four scales: Teacher’s Image, Group Work, Students’ Participation, and Order and Organisation.
The CLEES was used in a pilot study in two Grade 5 and 6 classes in order to validate it. The student teachers administered
the questionnaire to students in elementary schools. Data were analysed using SPSS (e.g. factor analysis and one-way ANOVA)
to validate the CLEES. No significant differences were found between boys and girls in classroom learning environment. However,
significant differences in CLEES perceptions were found between students from different grades (Grade 5 vs. Grade 6), age
groups and schools. The results are explained in the discussion section in relation to the characteristics of their schools. 相似文献
18.
Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure
learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is
a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the
civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will
this shift in focus influence teachers’ capacity to accommodate students’ needs resulting from racial inequities in this society,
particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined
the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator
on the basis of classroom observations, students’ responses and standardized assessment results. Both teachers’ classrooms
consisted primarily of African American students. Grounded theory was used to analyze the teachers’ beliefs and practices
in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the
students’ racial identities on the teachers’ beliefs and practices. The analysis reveals that the teachers’ beliefs and practices
were informed by their critical awareness of social constraints imposed upon their African American students’ identities.
These findings communicate the significance of sociocultural awareness to informing the teachers’ instruction, as well as
their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that
an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for
the culturally responsive dispositions and practices of these middle school science teachers. 相似文献
19.
A method for uncovering students’ thinking about thinking, specifically their meta-strategic knowledge, is explored within
the context of an ongoing, multi-year intervention designed to promote the development of students’ thinking dispositions.
The development of a concept-map instrument that classroom teachers can use and an analytic framework for interpreting students’
responses is presented. In a preliminary study, the concept map instrument is piloted to evaluate changes in students’ conceptions
of thinking after a year’s participation in classrooms where their teachers actively sought to make thinking more visible
by noticing and naming the thinking observed as well as introducing and using thinking routines (Ritchhart and Perkins. Educational
Leadership, 65(5), 57–61 2008). Concept maps from 239 students from grades 3 through 11 were analyzed. Results suggest that students’ conceptions of thinking
do improve with age but also can be substantially developed through a classroom culture where thinking is modeled and rich
opportunities for thinking are present. The concept map instrument itself proved to be a robust instrument for uncovering
students’ thinking about thinking. 相似文献
20.
In two semester-long studies, we examined whether college students could improve their ability to accurately predict their
own exam performance across multiple exams. We tested whether providing concrete feedback and incentives (i.e., extra credit)
for accuracy would improve predictions by improving students’ metacognition, or awareness of their own knowledge. Students’
predictions were almost always higher than the grade they earned and this was particularly true for low-performing students.
Experiment 1 demonstrated that providing incentives but minimal feedback failed to show improvement in students’ metacognition or performance.
However, Experiment 2 showed that when feedback was made more concrete, metacognition improved for low performing students although exam scores
did not improve across exams, suggesting that feedback and incentives influenced metacognitive monitoring but not control. 相似文献