Dissertations / Theses: 'Graduate students. College attendance'

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Fontaine, Catherine Carleton University Dissertation Mathematics and Statistics. "A statistical study of Canadian university enrolments, graduates, and the future professoriate; analysis of available data sources." Ottawa, 2000.

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Ramoutar, Ramsaran. "A longitudinal study of the enrollment patterns of fulltime, first-time degree seeking recent high school graduates at a community college /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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Escamilla, Mark Steven. "Factors affecting African-American, Anglo and Hispanic first-generation community college students, who have persisted and graduated from four-year institutions between 1990 and 2000 in Texas." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3031049.

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Fung, Terence Yip-hung. "Analysis of Graduation Rates for Four-year Colleges: A Model of Institutional Performance Using IPEDS." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28420/.

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Under the George W. Bush U.S. presidential administration, the federal government pushed for greater accountability among institutions of higher education for educational outcomes. Graduation rate is a key performance indicator of institutional accountability. Previous researchers of student attrition focused primarily on the effects of student level factors on student persistence/withdrawal behavior. Recently, researchers put more focus on the effects of institutional characteristics on graduation rates, but most of these studies were exploratory and based on multiple regression models. No institutional model has existed to synthesize their results within a theoretical framework. Such an institutional model is needed to explain the process of student persistence at the institutional level. The purpose of this study was to develop a model of institutional performance in graduation rate for four-year, public and private not-for-profit, Title IV institutions in the United States. This study validated the institutional model based on the IPEDS dataset using the structural equation modeling (SEM) technique. Further group comparison analyses are conducted by fitting the same SEM model to several subgroup datasets based on grouping variables such as control, geographical region and state. Benchmarking analyses were conducted to demonstrate how administrators and policy-makers can use the institutional model to compare the performance of an institution with its peers and what policy changes can they pursue to improve graduation rates.

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Akins, Ericka. "GED STUDENTS VERSUS TRADITIONAL HIGH SCHOOL STUDENTS: HOW DO THE GED GRADUATES PERFORM AFTER THE FIRST SEMESTER OF ATTENDANCE AT A RURAL COMMUNITY COLLEGE?" MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-08102009-170149/.

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The purpose of this study was to determine if freshman students based on their age, ethnicity, and gender who enter a community college with a GED credential will have a higher cumulative grade point average (GPA) after their first semester than traditional high school graduates. Findings from this study will aid individuals in developing a more accurate perception of the academic abilities of GED graduates. The academic performance of GED graduates was compared with traditional high school graduates after their first semester at a rural community college in the Fall 2007 semester. Intact data from the studentsf academic records were used for this study (n=680). Graduates were compared on gender, race, and age. Data were analyzed with the t-test and a multiple linear regression. There was not a statistically significant difference in the mean GPA between GED graduates and traditional high school graduates. It was also found that there was a statistically significant difference between the ethnic groups, as whites had higher mean GPAs than the nonwhite students. There was not a statistically significant difference between the mean GPAs among the male and female students. The age of the college students had no influence on GPAs.

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Spradley, Patricia. "A multiple variable analysis of the persistence of adult African-American male graduates from a baccalaureate degree program /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11976706.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Typescript; issued also on microfilm. Sponsor: Dawn Person. Dissertation Committee: Raechele L. Pope. Includes bibliographical references (leaves 156-171).

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Zoltanski, Jennifer Lee. "Departure and persistence : exploring student experiences at the master's level." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3603.

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This research explores the events and circumstances that lead to persistence and departure within the sociology master's program at Portland State University. It examines how individual and institutional characteristics interact and influence student decisions to dropout or continue in the master's program. It utilizes Vincent Tinto's (1993) theories of persistence and departure and his concepts of social and academic integration as they apply to sociology master's students. The purpose of the research was to describe how students became socially and academically integrated and how integration influenced patterns of persistence of departure. The aim also was to determine whether background variables such as undergraduate GPA, cumulative master's GPA, enrollment status, and career and educational goals influenced student outcomes.

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Cowan, Charisse L. "Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3353/.

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The purpose of this study was to determine whether: 1) Southwest Region TRIO high school students between the years 1991 - 2001 continued to college immediately after high school at rates significantly different than similar population students on national and state levels; and 2) immediate college continuation for this group was a function of social and economic characteristics including race, gender, parental education, and home-care environment. The sample included 414 TRIO program participants from Texas, Oklahoma, New Mexico, Louisiana, and Arkansas. Data on the 414 participants were gathered using an existing database containing demographic and post-secondary enrollment information on study participants. The findings of this study reveal Southwest Region TRIO students during this ten-year period continued to college immediately after high school at rates not significantly different than the national low-income population of students. Results indicate that when compared to all students in the five-state southwest region, the majority low-income, first-generation TRIO population continued to college at rates not significantly different than all-income students in the region. Findings of this study also revealed select social and economic characteristics were not predictors of immediate college continuation for this group. Finally, the study showed out-of-home care environment students continued to college at significantly higher rates than in-home care Southwest Region TRIO students.

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Chambless, Cheryl Chesney. "Student aid and persistence in public community colleges." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40101.

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The purpose of this study was to test a conceptual model for assessing the effects of student aid on community college student persistence. A sample consisting of all students who had entered a public community college during the 1980 fall term was drawn from the database of High School and Beyond, 1980 Senior Cohort. Omitting transfer students brought the sample size to 1,364 students. The model of student persistence was based on Tinto's theory of student integration and prior research that suggested student aid may be related to the persistence of community college students. Persistence was defined as the number of terms of enrollment over a two year period (1980-81 and 1981-82). Receipt of aid was associated with lower socioeconomic status, higher tuition charges, above average high school grades, and an ethnic background other than Asian or non-Hispanic white. Aid recipients considered college costs and the availability of aid more important factors in their college choice. A model of student persistence composed of eight exogenous and five endogenous variables was tested through path analysis. It was found that the receipt of student aid did not have significant effects on any of the subsequent variables in the model. Estimation of a reduced path model omitting the aid variable did not result in a significant reduction in explained variance. Degree goals, initial expectation regarding higher education, encouragement to attend college, academic integration, and full-time work were the most important influences on persistence. These findings validated the importance of some of the major constructs in the theory of student integration, but they did not support the research hypothesis that student aid recipients would have a higher rate of persistence than nonrecipients when other factors were held constant. Since encouragement from significant others had a strong and positive association with student persistence, it was suggested that future research consider the role of encouragement on persistence.
Ph. D.

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Wright, LaQueta L. "Social, Demographic, and Institutional Effects on African American Graduation Rates in U.S. Colleges and Universities." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28492/.

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Improving the retention and graduation of African Americans and other minority groups in higher education is an important but highly politicized issue on college and university campuses. Prior studies emphasize the relationship between minority retention and achievement, cultural diversity, and racial policies and climates at predominantly White colleges and universities in the United States. In response to the need for further research, the effects of institutional actions related to diversity, minority group and African American retention, and social integration initiatives on African American graduation rates were examined for a national sample of United States (U.S.) colleges and universities. From a potential list of 7,018 colleges and universities, 2,233 met the inclusion criteria for the study. But necessary and complete information from national directories and the census could only be found for the final sample of 1,105. After dropping 30 outliers, several multiple regression analyses identified the institutional actions, social, and demographic factors that best predicted graduation rates. Public U.S. colleges and universities located in the Midwest region had lower African American graduation rates than private colleges and universities located in the South. Higher African American graduation rates occurred in colleges and universities with Black cultural centers, higher first-year retention rates, higher women enrollment rates, a higher number of student organizations, and Division III athletic programs. Colleges and universities located in a town had higher African American graduation rates than those located in a city, suburb, or rural area.

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da, Silva Jose E. "Community College Student Retention and Completion based on Financial Expenditures and Hispanic-Serving Status." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984149/.

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Despite declining community college funding being allocated increasingly on the basis of student success, U.S. community college student retention and completion rates over the past decade have either remained steady or decreased, especially for Latino students. Using descriptive statistics and multiple regression models with secondary data procured from the Integrated Postsecondary Education Data System (IPEDS), I analyzed student success rates—full time student retention and completion rates—based on community college financial allocations and Hispanic-serving institution (HSI) status. To equitably analyze community colleges in the sample (n = 909), I separated them into four groups based on institutional size as defined by the Carnegie Classification. Descriptive results indicated that instructional divisions spent an average of 43% of the college's total allocated budget—often more than three times the allocated budget of any other division. Regression results indicated that instructional expenditures had the most consistent impact on student success regardless of college size and that scholarship expenditures and academic support expenditures generally had a negative impact on student retention and completion rates. Regarding Latino student success in particular, findings indicated that the manner in which colleges allocated their funds impacted only small and medium-sized community colleges. Of the nine different types of institutional expenditures, only student services expenditures and public services expenditures had a statistically significant impact on Latino student success. Additionally regression analysis indicated that community college HSI status did not have a large impact on overall full-time student retention and completion rates but did have a significant impact on full-time Hispanic student retention and completion rates for all institution sizes. Findings of this study confirmed that HSI status does impact Latino student success in public community colleges. This finding is consistent with prior studies on the positive impact of instructional expenditures on student success rates. Further research on the specific elements within these expenditure areas is needed to capture how or why they are having this impact on student success. Current and prospective Latino students and their parents seeking to identify higher education institutions conducive to students' academic success should be aware of such findings as they conduct the college search process.

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George, Janice C. "The effect of career goals and socioeconomic mobility on nontraditional students' intrinsic motivation for college attendance." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11272007-012005/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Philo Hutcheson, committee chair; Carolyn Furlow, Benjamin Baez, Hayward Richardson, committee members. Electronic text (174 p. : ill.) : digital, PDF file. Description based on contents viewed Aug. 20, 2008. Includes bibliographical references (p. 150-164).

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Hileman, Annmarie Long. "Student attitudes about class absences, class attendance, and requiring attendance at Virginia Tech." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10062009-020224/.

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Thaden, Lyssa Luise. "An integrated approach to capital effects analysis of college going for the class of 2004 /." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/l_thaden_042310.pdf.

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Chenoweth, Erica. "Factors That Influence the College Attendance Decisions of Appalachian Students." DigitalCommons@USU, 2003. https://digitalcommons.usu.edu/etd/6167.

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The current study sought to examine the factors that influence the decisions of lll Appalachian high school students regarding college attendance. Using Bronfenbrenner' s ecological systems theory of human development (1986) as a theoretical basis, direct and indirect influences of environmental factors upon the academic aspirations of Appalachian youth were examined using survey methodology. Results indicated that predictors of college attendance for Appalachian students are not significantly different from those of students elsewhere. Variables reflective of individual academic preparation were most salient in predicting college aspirations for both males and females. Other important predictors included parent education, parent occupation, and socioeconomic status. Several analyses suggested that family and peer influences may be more salient for male students than female students. Implications of the results for educators and clinicians working with Appalachian youth were discussed.

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Dietzer, Margaret Smith. "Motivation : its relationship to attrition of college students." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558347.

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The primary purpose of this research study was to determine if scores from a measure of self-reported motivation, the Academic Motivation Scale (AMS), increased ability to predict persistence during the student's first 2 years of college. This scale was designed by Robert Baker of Clark College (Massachusetts) and was designed specifically to measure academic motivation to succeed in college. This study examined contribution of the AMS to the prediction of attrition after controlling for the traditional variables used in predicting college performance. These variables included the Scholastic Aptitude Test scores, high school percentile rank, gender, and socioeconomic status of the family.A sample of 221 matriculating college freshmen from intact classes were used in this study. Random assignment of the classes assured a representative sample.A regression analysis was used to determine what contribution scores on the AMS made to the prediction of attrition when the traditionally used variables (Sex, SES, SATV, SATM) were held constant. The conclusion of the analysis revealed that the AMS did not add significantly to the prediction of attrition in this study.
Department of Educational Psychology

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Ramos-Rios, Reta R. "A study to assess motivational factors in pursuing higher education : a multicultural perspective /." Full text available online, 2004. http://www.lib.rowan.edu/find/theses.

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Rocca, Kelly A. "Attendance and participation in the college classroom the role of the instructor /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1279.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains xxi, 147 p. Includes abstract. Includes bibliographical references (p. 127-139).

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Gorman, Renee Lynn. "Are Montana University System graduate students satisfied?" Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/gorman/GormanR0805.pdf.

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MacDonald, Grizelda Lucille. "Multiracial graduate students’ lived experiences." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19197.

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Doctor of Philosophy
Special Education, Counseling and Student Affairs
Christy D. Craft
BeEtta L. Stoney
The United States of America’s demographic population has shifted vastly to include a “new” multiracial growing population. Multiracial individuals are those who self-identify as two or more races, which now reflects a very young population. Higher education institutions are noticing an influx of more and more multiracial individuals, and many institutions are grappling with how to recognize and to support this growing population. Specifically, higher education institutions need to understand how multiracial graduate students think about their own racial identities and how they navigate their graduate school experiences. The purpose of this research was to gain a deeper understanding of multiracial graduate students’ lived experiences. There is an imperative to understand the daily experiences of multiracial graduate students to allow these students to retell the stories of their everyday lives in graduate school. The theoretical framework used to guide this study was critical race theory. Narrative inquiry methodology was the methodology chosen to focus on the unique voices and experiences of the participants in this study. Narrative analysis was employed to make meaning of the data retrieved from self-reflective writing samples and two semi-structured individual interviews with each of three participants. The findings from this research revealed the ever-present importance of racism and colorism and their impact on racial identity, the continued challenges of the campus climate experienced by multiracial students at a predominantly White institution (PWI), the impact and influence of religion at a PWI, and how multiracial students manage different types of relationships with peers and faculty. Implications for research and practice are provided as a result of the insights gleaned through this research about the lived experiences of three multiracial graduate students at one predominantly White higher education institution.

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Lund, Dixie Lee. "Factors Affecting persistence of Non-Traditional Students in a Non-Traditional Baccalaureate Degree Program." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1195.

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Limited theoretical research exists regarding attrition of nontraditional (older, part-time, commuter) students on American college and university campuses today. Thus, when colleges or universities seek to improve programs specifically designed for such students, there is no broad research base on which to rely. The present study sought to determine if there were differences, especially ones the institution could do something about, between non-traditional students who left such a program and those who completed it. A conceptual model of non-traditional student attrition, developed by adult educators/researchers, Drs. John Bean and Barbara Metzner, provided the theoretical base for the study. Data were obtained from 80 questions on a survey mailed to 469 leavers and finishers in the Eastern Oregon State College External Degree Program. The questions represented four variable categories of the Bean/Metzner model: (1) background, (2) defining, (3) academic, and (4) environmental, and psychological (satisfaction) and academic outcomes. Of the 402 deliverable surveys, 82% were returned from 112 leavers and 204 finishers. Chi-square and t-tests of significance provided little differentiation between leavers and finishers on background and defining variables. For example, leavers and finishers were similar in age (most were 44-46 years); the majority were Caucasian, married, and had children; lived in Oregon communities of less than 50,000 population within 60 miles of post-secondary institution (not necessarily Eastern Oregon State College); had performed well (3.00-3.49 GPA) in high school; and were employed outside the home at least 30 hours a week. Differences in the leavers and finishers' educational goals (a background variable) and the grade level at which they entered the Program (a defining variable) were statistically significant at p

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Verley, Jim D. "Physics graduate students' perceptions of the value of teaching." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1679680251&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Sparkman, Lila Gillis. "Comparison of Reasons for University Attendance Between Traditional and Non-Traditional Female Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277742/.

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Bettes, Dale Alvin. "Correlates of student withdrawal from the community college /." Access abstract and link to full text, 1985. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8510384.

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Rackham, Krista K. "Female students in the context of Bible college retention as seen through motivation factors /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Mullins, Christine M., Jo-Ann Marrs, and S. Reed. "Preceptorship With Graduate Students: What Works and Doesn’t Work." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7129.

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Stearns, Brenda J. "The perceptions of students during a time of retrenchment at a small liberal arts college /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546983692.

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Gray, Benson Ashley C. "An Exploration of Factors Influencing First-Generation College Students' Ability to Graduate College: A Delphi Study." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1583844741630778.

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Crevier, Melissa. "Hmong students at UW-Stout factors influencing attendance and retention in a post secondary institution /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002crevierm.pdf.

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Trunk, Daniel. "Disability Stigma and Intention to Graduate in College Students with Psychiatric Impairments." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1489661242531328.

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Dubois, Eva Jean Witte James E. "Assessment of health-promoting factors in college students' lifestyles." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Dissertations/DUBOIS_EVA_24.pdf.

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Hullinger, Megan M. "Anxiety, graduate students, and new student orientation programs : a quantitative study /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131458165.pdf.

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Piotrowicz, Kay L. "On and off campus student housing a course developed for residential property management undergraduate and graduate students /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/687.

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Munson, Leo W. "Participation in Student Financial Aid Programs during the Freshman Year and Persistence in a Private University." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278944/.

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The study determined the overall persistence rate of first-time full-time entrants into a mid-sized private university during the fall semesters 1989 to 1991 to the 2nd year (1990 to 1992). The study compared the retention rate of recipients and nonrecipients of a variety of financial aid programs. Included is a comparison of groups receiving various types of financial assistance and whether or not there are differences between the groups with respect to types of assistance, gender, ethnicity (African American, Hispanic, Anglo), high school grade point average, and national test scores (SAT, ACT). The types of assistance studied were categorized by academic scholarships, university-operated student employment, need-based grants, activity awards, entitlements, and loans. The question of whether renewal, elimination, or reduction in assistance relates to retention was also studied.

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Young, Robert Joseph. "An examination of factors influencing retention of developmental education students at selected Texas community colleges /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Maltese, Tsai Kelly L. "An Ecological Model of Academic Negative Prediction Defiance in College Students." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_diss/50.

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Pathways to becoming a college student are as numbered and varied as college students themselves. For some people, the pathway to college is marked by barriers, such as negative messages received by the student regarding their abilities to attend college and/or the likelihood that they will get to attend college. On one hand, research suggests that children and adolescents internalize these negative messages, which then have the potential to block achievement in higher education. On the other hand, the general body of resilience research suggests that youth can overcome challenges and defy negative influences, as did the participants of the current study. However, little is known about this process of achievement in the face of negative predictions. Consequently, the current study used qualitative grounded theory methodology to explore the experience of defying negative messages received about becoming a college student. In unstructured interviews, fourteen undergraduate students described their experience of receiving negative messages about their abilities to attend college or the likelihood that they would get to attend college, as well as their subsequent experience of becoming college students in the face of these messages. Based on the literature regarding resilience, negative prediction defiance, and the effects of expectations on academic competence, an ecological model of overcoming negative messages was proposed in which micro, meso, and macrosystemic influences were hypothesized to play a role in encouraging or discouraging college attendance. Although participants came from diverse demographic backgrounds and experienced varied types of negative messages, all of their narratives shared major components, which comprise the theory proposed in the current study. These components are sources of negative messages, perceived underlying influences on sources, reasons to defy the message, facilitators of defiance, and barriers to defiance. This theory was compared to existing theories regarding resilience, negative prediction defiance, and the effects of expectations on academic competence. Additionally, research and policy implications are discussed that highlight the importance of providing youth who may be at-risk to receive negative messages with support in their families, schools, and communities.

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Pfeiffer, Denise. "Academic and environmental stress among undergraduate and graduate college students a literature review /." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001pfeifferd.pdf.

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Wang, Yan Toll Cathy Ann. "International students' educational experience in an American graduate school." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064527.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 14, 2006. Dissertation Committee: Cathy A. Toll (chair), Beatrice B. Smith, Thomas P. Crumpler. Includes bibliographical references (leaves 137-146) and abstract. Also available in print.

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Mendoza, Sidney S. "How the Army Hispanic Access Initiative is helping Hispanic students graduate from college." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3738937.

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The United States (U.S.) Army and the nation have a growing population of Hispanics. Yet Hispanics are still lagging in filling white-collar positions in the U.S. and Army. The Army has taken notice and implemented the Hispanic Access Initiative (HAI) through its Reserve Officer Training Corps (ROTC) at colleges and universities that are classified as Hispanic Serving Institutions (HSIs). It has done this in order to recruit more Hispanic Officers into its Officer Corps.

This study follows seven Hispanic students and discusses their experiences with ROTC at an HSI. They faced the same issues many Hispanic students deal with when attending an institution of higher learning. In addition, they also had the added responsibility of completing all the required work for ROTC. In an effort to become leaders in the Army, these students overcame traditional challenges Hispanics face, and they graduated from college.

A qualitative study was conducted with the seven students to understand what made them successful in completing their four-year college degrees. Their phenomenological experiences highlighted four main themes from their responses: (a) challenges, (b) benefits, (c) support system, and (d) role models. These themes surfaced at one point or another throughout their education. In the end, the goal to graduate and be commissioned into the U.S. Army was reached by each of the former students.

As a result of this study, colleges and universities can look to ROTC to increase their graduation rates among Hispanic students. Since the Hispanic population is continuing to increase, it is in the interest of colleges to graduate more Hispanics in order to provide highly qualified graduates for a large number of white-collar jobs.

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Lippi, Angela Luisa. "Critical factors of success for first-year students in four-year institutions : a university, faculty and student initiative /." Abstract, 2009. http://eprints.ccsu.edu/archive/00000568/01/2008ABSTR.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2009.
Thesis advisor: H. Jane Fried. "... in partial fulfillment of the requirements for the degree of Master of Science in Counseling." Includes bibliographical references (leaves 51-53). Abstract available via the World Wide Web.

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McCline, LeeAntwann S. "Perceptions of challenges to retaining African American male graduate students in higher education /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131575589.pdf.

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O'Brien, Annmarie. "Persistence Influences on the Minority Student Attending a Predominantly White Postsecondary Urban Institution: the Student Perspective." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1276.

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This dissertation is an examination of influences that have contributed to the retention of a group of minority students attending a predominately white postsecondary institution. The focus of the study is on the students' perspectives and the meaning and personal interpretation students draw from influences that impinge upon them and from their interactions with the college experience. From a sociological perspective this view and emphasis on meaning is described as the sociology of everyday life. The component of the sociology of everyday life which directed the methodology is symbolic interactionism. The data collection instrument was a focused interview. Variables from the Metzner and Bean (1987) Conceptual Model of Nontraditional Student Attrition and Tinto (1987) Student Integration Model served as the starting point for the formation of the open-ended questions. The selected group of students were participants in a collaborative program between a school district, a community college, and a state university designed to encourage minorities to pursue careers in education. Twelve out of 25 qualified participants volunteered for the study. They represented a heterogeneous group of African-American, Hispanic-American, and Asian-American students. The data indicated that while the students had divergent family and educational experiences prior to entering the college, certain circumstances took place that were in many instances similar. The findings were multifaceted and represent institutional, environmental, and personal influences. Institutional influences included the encouragement of faculty and staff, introduction of college as a choice either early in their lives or when they were ready to make career changes, academic supports, ethnic and multicultural studies, a familiar site on campus to go for assistance, and the availability of supportive administrators and faculty. Environmental influences included familiarity with the lack of employment opportunities without a college degree, and experience in racially integrated environments. Personal influences included assistance with college expenses from a family member, awareness of the economic limitations without advanced training, and personal commitment and determination to persist. Supportive relationships within the context of the students' families, educational experiences and the broader society of which they were an integral part all played influential roles in the persistence of the students.

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Barrett, Kerry-Ann Alicia. "Effect of Attendance on the Performance of Day and Evening Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5824.

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Several studies posit a positive relationship between class attendance and student performance. Grades for students enrolled in Introduction to Management during the fall 2015 semester at a community college in Jamaica revealed that evening students on average scored a grade higher than students enrolled in the day sections. Lecturers noted day students missed more classes than evening students but the relationship between attendance and performance was not known. The purpose of this correlational study was to determine the relationship between attendance and performance, measured by grades. Guided by Knowles's theory that adults are self-directed, this study was designed to explore the relationship between attendance and performance for first year day (n=99) and evening students (n=40). Pearson's Correlation was used to assess the correlation between students attendance and performance regardless of their attendance status. Additionally, independent t tests were used to compare the means of day and evening students' attendance and performance variables. Findings revealed that attendance and performance were significantly positively associated. Further, findings indicated that there were significant differences in the mean performance and mean attendance variables between day and evening students. Students with partial matriculation attended fewer classes and performed poorer than students with full matriculation. To address the results, a policy recommendation was developed to provide guidance on attendance in the local setting. The study contributes to social change by offering an approach to class attendance as a means to improve students' grades.

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Eshraghi, Marjan. "An exploration of the interplay between students' religious beliefs and their genetic counseling graduate training." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23211.

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Ngalamulume, Mulumba Chizmar John F. "College absenteeism economic model and multi-spell-discrete-time hazard analysis /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803730.

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Thesis (D.A.)--Illinois State University, 1997.
Title from title page screen, viewed June 5, 2006. Dissertation Committee: John F. Chizmar (chair), Dean Hiebert, Mark Walbert. Includes bibliographical references (leaves 38-42) and abstract. Also available in print.

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Keast, Dan A. "Implementation of constructivist techniques into an online activity for graduate music education students /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144428.

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George, Janice C. "The Effect of Career Goals and Socioeconomic Mobility on Nontraditional Students' Intrinsic Motivation for College Attendance." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/eps_diss/15.

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The growth of the community college has created an access point for many students that traditionally would not pursue higher education. Although community colleges have soared in enrollment in the last forty years, the rate at which students persist and graduate has remained low compared to four-year institutions. Studies on college persistence and academic achievement indicate that there is a consistency of characteristics among community college, low-income, and first-generation students. Behaviors traditionally associated with persistence, such as integration within the institution, are not characteristic nontraditional students because they tend to have closer connections with the environment external to the college campus. Missing from the literature are studies that examine the motivational factors that encourage persistence in spite of the risk factors. The twofold purpose of this study was to examine the effects of nontraditional students’ extrinsic motivation on their intrinsic motivation for attending college and to examine how the effects of environmental and background influences on intrinsic motivation are mediated through extrinsic motivation. Two surveys, The Academic Motivation Scale and the Factors Influencing Pursuit of Higher Education Questionnaire, were administered to 151 students from two community colleges in the Southeast. Through hierarchical regression analysis and path analysis the study examined how nontraditional students’ intrinsic motivation levels for attending college was affected by background influences (locus of control, perception of barriers, and self-efficacy), environmental influences (family and friends support), career goal attainment, and socioeconomic mobility. The results of the study indicated that career goal attainment, locus of control, and support of friends had a positive direct impact on students’ intrinsic motivation levels. The results also revealed that several of the background and environmental influence variables had an indirect effect on intrinsic motivation mediated through the extrinsic motivation variable of career goal attainment. The findings from this study add to the current retention, persistence, and motivation literature.

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Ferreira, Mauricio. "The effects of contextual factors and attribute importance on college students' sport event preference and attendance /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398195324756.

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Bishop, Camilla Linda. "Outcomes of an early intervention program on academic success : a comparison of open-door and suspension policies /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018357.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 259-267). Also available for download via the World Wide Web; free to University of Oregon users.

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Childs, Karla Marie Barger Rita. "The relationship between graduate teaching assistant instructor expertise and algebra performance of college students." Diss., UMK access, 2006.

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Thesis (Ph. D.)--School of Education and Dept. of Mathematics. University of Missouri--Kansas City, 2006.
"A dissertation in curriculum and instruction and mathematics." Advisor: Rita H. Barger. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 30, 2007. Includes bibliographical references (leaves 89-97). Online version of the print edition.

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Dissertations / Theses on the topic 'Graduate students. College attendance'

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