To see the other types of publications on this topic, follow the link: Graduate students. College attendance.
Journal articles on the topic 'Graduate students. College attendance'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Graduate students. College attendance.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Ruiz Alvarado, Adriana, Theresa Stewart-Ambo, and Sylvia Hurtado. "High School and College Choice Factors Associated with High-Achieving Low-Income Students’ College Degree Completion." Education Sciences 10, no. 6 (June 2, 2020): 153. http://dx.doi.org/10.3390/educsci10060153.
Full textAbstract:
Gaps in college degree completion between low-, middle-, and high-income college students are typically attributed to differences in academic preparation and ability. However, high-achieving, low-income students are still less likely to graduate from college than their high-achieving, high-income counterparts. This study explores completion rates at the end of the Great Recession, using a community cultural wealth framework to examine additional pre-college factors and college attendance behaviors that contribute to the degree completion of high-achieving, low-income students. Longitudinal data using the Freshmen Survey and National Student Clearinghouse were collected from 2004 to 2010, comparing 9300 high-achieving students entering 455 colleges from low-, middle-, and high-income backgrounds. Hierarchical linear modeling (HGLM) was used to identify student and institutional factors that predict college completion during this era. Findings indicate that navigational capital and college attendance patterns (attending a summer session, selective college, and/or private institution) are key factors for high-achieving, low-income student completion. Cultural wealth anti-deficit measures could not explain the low-income Latinx lower likelihood of college completion nor gender differences across income groups. Implications of the results address concerns regarding the COVID-19 pandemic recession in terms of what institutions can do to support students.
2
Elu, Juliet U., Jared Ireland, David Jeffries, Ivory Johnson, Ellis Jones, Dimone Long, Gregory N. Price, et al. "The Earnings and Income Mobility Consequences of Attending a Historically Black College/University: Matching Estimates From 2015 U.S. Department of Education College Scorecard Data." Review of Black Political Economy 46, no. 3 (July 31, 2019): 171–92. http://dx.doi.org/10.1177/0034644619866201.
Full textAbstract:
This article considers the labor market consequences of attending a Historically Black College/University (HBCU). With 2015 U.S. Department of Education College Scorecard Data, we use a matching estimator to identify and estimate the treatment effect of HBCU attendance on median earnings, earnings relative to a high school graduate, and income relative to that of the household at the time of initial enrollment, 6 and 10 years after attendance. Our treatment effect parameter estimates suggest that once we account for the differential return to college majors, the urban wage premium, and the proportionality/dependence of the labor market return of Black student college attendees on the share of a college/university’s student population that is Black, there is a long-run earnings premium associated with HBCU attendance. In addition, for HBCUs in general, we find that there is a population of students who would realize a positive labor market premium—as high as approximately 42%—and earn more than a high school graduate if they were to attend an HBCU. With respect to intergenerational income mobility, we find that HBCU attendance enables their actual and potential attendees to move to a higher quantile of income relative to their households in the long run.
3
Routon, P. Wesley, and Jay K. Walker. "Are You There God? It’s Me, a College Student: Religious Beliefs and Higher Education." B.E. Journal of Economic Analysis & Policy 15, no. 4 (October 1, 2015): 2111–37. http://dx.doi.org/10.1515/bejeap-2015-0024.
Full textAbstract:
Abstract Drawing data from a longitudinal survey of college students from 514 institutions of higher education, we add to the discussion on the education–religion puzzle by providing information on specifically which college students experience the most religiosity change, investigating multiple change measures (conviction strength, service attendance, and religious identity), and estimating which programs of study and collegiate experiences cause the most change. We also provide an analysis of students who seek or initially sought an occupation within the clergy. Among our findings, 56% of students report changes in the strength of their religious convictions during college, while 45% report changes in religious service attendance frequency. Of those who matriculate as religious, about 9% lose their religion by graduation. Of those who matriculate with no religious identity, an impressive 33% graduate with one. Choice of institution, major of study, academic success, and many other collegiate experiences are shown to be determinants of these changes.
4
Stange, Kevin M. "An Empirical Investigation of the Option Value of College Enrollment." American Economic Journal: Applied Economics 4, no. 1 (January 1, 2012): 49–84. http://dx.doi.org/10.1257/app.4.1.49.
Full textAbstract:
This paper quantifies the option value arising from sequential schooling decisions made in the presence of uncertainty and learning about academic ability. College attendance has option value since enrolled students have the option, but not obligation, to continue in school after learning their aptitude and tastes. I estimate that option value accounts for 14 percent of the total value of the opportunity to attend college for the average high school graduate and is greatest for moderate-aptitude students. Students' ability to make decisions sequentially in response to new information increases welfare and also makes educational outcomes less polarized by background. (JEL D83, I23)
5
Villarraga-Orjuela, Alexander, and Brinck Kerr. "Educational Effects of Banning Access to In-State Resident Tuition for Unauthorized Immigrant Students." Educational Evaluation and Policy Analysis 39, no. 4 (April 28, 2017): 620–43. http://dx.doi.org/10.3102/0162373717704303.
Full textAbstract:
This research examines the effects of state laws banning access to in-state resident tuition for unauthorized immigrant students in the United States. These laws were implemented between 2005 and 2012. We evaluate the policy effects on (a) college enrollment, (b) school dropout rates of unauthorized immigrants, and (c) the enrollment of U.S. citizens in higher education. Multivariate triple-differences models are used. We find significant negative effects on the college attendance rates of unauthorized immigrants. Policies have primarily affected recent high school graduates. With regard to dropping out of school, we find no evidence of dynamic effects. Nor do we find evidence of benefits in college attendance for non-Hispanic, Hispanic, or Mexican naturalized citizens.
6
Cook, Emily E., and Sarah Turner. "Missed Exams and Lost Opportunities: Who Could Gain From Expanded College Admission Testing?" AERA Open 5, no. 2 (April 2019): 233285841985503. http://dx.doi.org/10.1177/2332858419855030.
Full textAbstract:
When students with the capacity to succeed in a 4-year college do not take a college admission test, this represents a potential loss of opportunity for students and colleges alike. However, the costs of testing—both pecuniary and nonpecuniary—may exceed the benefits for students who lack the interest in or qualifications for college attendance. In states like Virginia, access to admission tests varies markedly with district and family circumstances. We estimate that universal testing in Virginia could increase the number of high school graduates with test scores competitive for admission at broad-access universities in the state by as much as 40%—and at the most selective institutions by nearly 20%—with larger increases for low-income students. Alternative policies that encourage testing among students with strong demonstrated academic performance could realize nearly these increases without generating testing costs for students who are unlikely to attend a 4-year college.
7
Shabuj, Mohammad Kamrul Hassan, and Chandan Kumar Shaha. "Class Absenteeism in Pediatrics and Its Impact on Performance: An Analytical Study on under Graduate Students of a Medical College in Dhaka." Bangladesh Journal of Child Health 39, no. 2 (February 13, 2017): 69–72. http://dx.doi.org/10.3329/bjch.v39i2.31535.
Full textAbstract:
Background: Absenteeism in clinical classes is a risk for poor performance in the examinations. But how much performance is affected by each absence in pediatrics? In our study we want to predict this assumption.Methods: The impact of tutorial and clinical class attendance on under graduate students academic performance was investigated based on students average total score and average of frequency of class absence. Total 310 students placed in Medicine and Paediatrics Department of Sir Salimullah Medical College in different time was randomly selected.Results: There is a significant number of pass if ?75% attendance in the class both in medicine and pediatrics. There is a negative correlation between class absenteeism and students performance in the examination. It is predicted that each 10% increase in students absence decrease examination performance by about 4 points in medicine 3 points in pediatrics.Conclusion: More than 75% class attendance is significantly required to score 60 % (passing mark) in the examination. Class absenteeism in pediatrics has the similar effect in performance like that of the medicine that is decreasd in examination performance by about 4 points in medicine, 3 points in Pediatrics for each 10% of absence.Bangladesh J Child Health 2015; VOL 39 (2) :69-72
8
Talar, Yulianti, and Jimmy Gozaly. "Student retention in Indonesian private university." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 486. http://dx.doi.org/10.11591/ijere.v9i3.20582.
Full textAbstract:
Private universities require more effort to retain student students so that these students can complete their studies and then work in the community. Through this research, input will be given to the study program regarding the improvement that must be made so that the private university can compete with the public university and educate the nation's children. Data collection was obtained through questionnaires and observations to 209 students. Data processed by Discriminant Analysis, Crosstabulations, and Correlations Analysis dan statistical descriptive methods. Independent variables that significantly affect student retention are satisfaction with the closeness of social relationships with fellow students, student confidence to graduate on time, student confidence to get a good career after graduation, and college attendance. Study program still has to work hard to make improvements to increase satisfaction and students' engagement level.
9
Daun-Barnett, Nathan, and Edward P. St. John. "Constrained Curriculum in High Schools: The Changing Math Standards and Student Achievement, High School Graduation and College Continuation." education policy analysis archives 20 (February 20, 2012): 5. http://dx.doi.org/10.14507/epaa.v20n5.2012.
Full textAbstract:
Mathematics education is a critical public policy issue in the U.S. and the pressures facing students and schools are compounded by increasing expectations for college attendance after high school. In this study, we examine whether policy efforts to constrain the high school curriculum in terms of course requirements and mandatory exit exams affects three educational outcomes – test scores on SAT math, high school completion, and college continuation rates. We employ two complementary analytic methods – fixed effects and difference in differences (DID) – on panel data for all 50 states from 1990 to 2008. Our findings suggest that within states both policies may prevent some students from completing high school, particularly in the near term, but both policies appear to increase the proportion of students who continue on to college if they do graduate from high school. The DID analyses provide more support for math course requirement policies than mandatory exit exams, but the effects are modest. Both the DID and fixed effects analyses confirm the importance of school funding in the improvement of high school graduation rates and test scores.
10
Scalora, Suza, Micheline Anderson, Abigail Crete, Jennifer Drapkin, Larissa Portnoff, Aurélie Athan, and Lisa Miller. "A Spirituality Mind-Body Wellness Center in a University Setting; A Pilot Service Assessment Study." Religions 11, no. 9 (September 11, 2020): 466. http://dx.doi.org/10.3390/rel11090466.
Full textAbstract:
Increasing rates of mental illness among college students over the past 10 years suggest a collective deficit in meaning and purpose unattended to by many university campuses. Psychopathology among young adult college students is associated with developmental tasks such as spiritual individuation, suggesting that interventions aimed at spiritual wellbeing may support the stated need for comprehensive mental health services. The aim of this pilot service assessment study is to investigate the feasibility, acceptability, and helpfulness of spiritually integrated programs at a Spirituality Mind Body (SMB) Wellness Center at a graduate-level academic institution. Wellness Center demographic and attendance data of N = 305 adult graduate students (M = 27.7 years, SD = 6.05) were used to assess acceptability and feasibility. To evaluate helpfulness, measures assessing symptoms of depression, anxiety, post-traumatic stress (PTS), spirituality, mindfulness, and psychological inflexibility were completed before and after eight-week programs on a subset of participants (n = 141). SMB users completed a total of 64% of sessions and reported significant pre/post gains in spirituality and mindfulness and decreases in psychological inflexibility, symptoms of depression and PTS. The preliminary findings of this open-trial are encouraging but inherently limited by the design; foremost, the results offer support for future research, which might draw on a larger sample and a study design involving a comparison group.
11
Ryabov, Igor. "Childhood Obesity and Academic Outcomes in Young Adulthood." Children 5, no. 11 (November 13, 2018): 150. http://dx.doi.org/10.3390/children5110150.
Full textAbstract:
The present study used nationally representative data from the National Longitudinal Study of Adolescent Health (a.k.a., Add Health) to examine the impact of childhood obesity on young adult educational attainment. In addition to weight status, independent variables included race–ethnicity, immigrant generational status, family socio-economic status (SES), preference for overweight and obese friends in school, school socio-economic and race–ethnic composition, and other important predictors. Educational attainment was measured as a categorical variable with the categories reflecting key educational benchmarks: (1) being a high school graduate; (2) having some college education; and (3) having completed a bachelor’s or higher degree. The results indicate that in general, individuals who were obese as children are less likely to transition from high school to college, and even less likely to obtain a baccalaureate or more advanced degree. In line with the social network hypothesis of the obesity epidemic, we also found that having overweight and obese friends drives down the odds of educational success. Attendance at a higher SES school or a school with a lower percentage of minority students was positively associated with the odds of college attendance and obtaining a baccalaureate. Other important effects included race–ethnicity and immigrant generational status.
12
Monaghan, David, and Sou Hyun Jang. "Major Payoffs." Sociological Perspectives 60, no. 4 (January 23, 2017): 722–46. http://dx.doi.org/10.1177/0731121416688445.
Full textAbstract:
Although the bachelor’s degree is considered the “great equalizer,” returns vary substantially by field of study, particularly in the years immediately following graduation. In the first section of our analysis, we study the varying labor market experiences of recent graduates with different majors. We build on prior research by more fully accounting for the complicating role of graduate school attendance in the relationship between majors and income. We find some majors to be distinctly “risky,” exposing their holders to heightened risk of low income and unemployment during the postcollege transition. Those who select such majors are much more likely to later enroll in graduate school. After 10 years, graduate degrees mitigate, but do not entirely erase, major-based income disparities. We use these findings in the second section to explore the determinants of major choice among first-time freshmen. Female and higher socioeconomic status (SES) students are more likely to select risky majors, but the latter relationship is entirely explained by academic and institutional variables. In contrast to prior research, we find strong institutional effects on major choice, with those attending selective colleges, smaller institutions, and institutions with fewer low-SES students more likely to select risky and graduate-school-associated majors, net of individual-level factors. We conclude by discussing the implications of our findings for the situation of the arts and sciences fields in the era of mass enrollment.
13
Torrens Armstrong, Anna, Jaime A. Corvin, Juliana Azeredo, Somer Burke, Caitlynn C. Carr, and Christopher King. "Redesigning College Professional Development Resources to Meet the Needs of Emerging Public Health Professionals." Health Promotion Practice 21, no. 4 (February 21, 2020): 487–91. http://dx.doi.org/10.1177/1524839920905499.
Full textAbstract:
The University of South Florida, College of Public Health, is dedicated to providing career planning and professional development services for students in varying formats. However, changing public health training needs and an emerging need for focused attention on professional development necessitated the development of an evaluative program to better understand our students’ needs in these areas. Specifically, anecdotal student feedback about feeling unprepared professionally and survey feedback from students, preceptor feedback regarding the need for students to be better trained in core professional concepts, and low rates of attendance in standard professional development events resulted in a quality improvement study to identify students’ perceived career planning and professional development needs. Findings were used to redesign current services and provided the basis for developing more targeted trainings to ensure that public health graduates are better prepared to meet employer expectations and to excel in the workforce. This article provides an overview of this transformative process, including the results of the qualitative survey on student, faculty, alumni, and community preceptor perspectives, and resulting prototypes developed for the professional development pilot along with preliminary insights.
14
Costello, Laura. "An Action Research Approach helps Develop GIS Programs in Humanities and Social Sciences." Evidence Based Library and Information Practice 13, no. 1 (March 9, 2018): 30–32. http://dx.doi.org/10.18438/eblip29381.
Full textAbstract:
A Review of:
Kong, N., Fosmire, M., & Branch, B. D. (2017). Developing library GIS services for humanities and social science: An action research approach. College & Research Libraries, 78(4), 413-427. http://dx.doi.org/10.5860/crl.78.4.413
Abstract
Objective – To develop and improve on geographic information systems (GIS) services for humanities and social sciences using an action research model.
Design – Case study.
Setting – A public research university serving an annual enrollment of over 41,500 students in the Midwestern United States.
Subjects – Faculty members and students in the humanities and social sciences that expressed interest in GIS services.
Methods – An action research approach was used which included data collection, analysis, service design, and observation. Interviews with 8 individuals and groups were conducted including 4 faculty members, 3 graduate students, and one research group of faculty and graduate students. Data from interviews and other data including emails and notes from previous GIS meetings were analyzed and coded into thematic areas. This analysis was used to develop an action plan for the library, then the results of the activity were assessed.
Main Results – The interviews revealed three thematic areas for library GIS service: research, learning, and outreach. The action plan developed by the authors resulted in increased engagement including active participation in an annual GIS day, attendance at workshops, course-integrated GIS sessions, around 40 consultations on GIS subjects over a two-year period, and increased hits on the Library’s GIS page. Surveys from pre- and post-tests in the workshops increased participants’ spatial awareness skills. Conclusion – Using an action research approach, the authors were able to identify needs and develop a successful model of GIS service for the humanities and social sciences.
15
Hopper, Mari K., and Alexis N. Kaiser. "Engagement and higher order skill proficiency of students completing a medical physiology course in three diverse learning environments." Advances in Physiology Education 42, no. 3 (September 1, 2018): 429–38. http://dx.doi.org/10.1152/advan.00128.2017.
Full textAbstract:
The primary aim of this study was to determine whether levels of student engagement, higher order skill proficiency, and knowledge acquisition demonstrated by medical students would differ when completing the same course in three diverse learning environments. Following Institutional Review Board approval, 56 first-year medical students, registered at the same medical school but attending class at three different campus centers, were enrolled in the study. All participants were completing a medical physiology course that utilized the same learning objectives but relied on different faculty incorporating diverse methodologies (percentage of class devoted to active learning strategies), course format (6-wk block vs. 17-wk semester), and student attendance. Students completed a validated survey of student engagement (SSE), a proctored online problem-based assessment of higher order skill proficiency [Collegiate Learning Assessment (CLA+); http://cae.org ], and the National Board of Medical Examiners (NBME) Physiology subject exam. In this limited sample, results indicate no significant differences between campus sites for any of the variables assessed. Levels of engagement were lower than expected compared with published values for graduate students. Higher order skill proficiency assessed by CLA+ was significantly higher than values reported for college seniors nationally. Surprisingly, SSE offered no prediction of performance on CLA+ or NBME, as there were no significant correlations between variables. These data indicate that, although first-year medical students may not perceive themselves as highly engaged, they are adept in using higher order skills and excel in meeting course learning objectives, regardless of learning environment.
16
Chikkamanju, Ambika, and Hydar Ali. "USE OF ICT BASED LIBRARY RESOURCE AND SERVICES IN CONSTITUENT FIRST GRADE COLLEGES AFFILIATED TO UNIVERSITY OF MYSORE: STUDY." International Journal of Research -GRANTHAALAYAH 4, no. 4 (April 30, 2016): 42–48. http://dx.doi.org/10.29121/granthaalayah.v4.i4.2016.2753.
Full textAbstract:
The study investigated the ICT based library and Information services in Constituent First Grade Colleges affiliated to University of Mysore .The present study demonstrates and elaborates the primary way to learn about ICTs, the purpose of using ICT enabled library services, to assess to what extent users are utilized ICT based library services and facilities, various aspects of Internet usage, favourite search engines, NLIST resources and services Suggestions have been given to make the service more beneficial in the library users.
The aims were to examine impacts of ICT on motivation and related issues such as learning outcomes, behaviour, and attendance and to quantify any impacts where possible. The study also set out to consider the ways in which ICT can best be used by under graduate students to enhance motivational impacts for pupils, especially for those disaffected with traditional forms of learning.
The present study aims to examine the ICT based library and Information services in Constituent First Grade Colleges affiliated to University of Mysore. The questionnaire method was adopted for the present study to collect the necessary data, keeping in view the objectives of the study. Total 236 questionnaires were distributed and 163 filled in questionnaires were collected back. The rate of response of 69.06 %. The collected data has been analysed using appropriate statistical techniques with SPSS such as chi-square test, mean and standard deviation for the analysis.
The majority mean value of 3.28 SD being 1.66 I read e-Books of respondents110(67.48%) of students opine as ‘Excellent’, with a mean value of 1.59 and SD being 1.00. for Preferred search engine 20(12.26%) respondents use ‘Annual Reviews’ Use of N-List resources and Services
From the analysis, it showed that our colleges should always embark on strategies towards adding more value to their ICT based library services. ICT based library services awareness program should be rendered to the graduate students at the very point of enrolment into the graduate studies for this will help the students to - wards understanding the need of utilizing the library properly and also appreciate technology more in their lives.
17
Ramos, Marcel, Misato Gbedemah, Heidi Jones, and Levi Waldron. "Engagement of introductory biostatistics students in a novel hybrid course format." F1000Research 5 (November 2, 2016): 2624. http://dx.doi.org/10.12688/f1000research.9551.1.
Full textAbstract:
Background While online-only courses can be delivered without constraints of geography or synchronization of lecture times, traditional in-person lectures continue to be central to teaching and to student experiences at most universities. Hybrid learning courses fill the gap between, providing convenience and schedule flexibility while maintaining the traditional face-to-face experience. The CUNY Graduate School of Public Health and Health Policy and Hunter College are urban campuses that draw working students from a wide commuting area, leading us to experiment with hybrid course formats that offer a maximum degree of flexibility to students. Methods Lectures and lab sessions were held on campus in a traditional lecture style, but streamed live over YouTube with remote attendees able to type questions and have them answered by the instructor in real time, and later made available for viewing. Results Through a post-course survey we found students to be divided in their preferences for in-person course formats (46%) versus synchronous and asynchronous online formats (35% and 19%, respectively). In the hypothetical scenario of retaking the course, the option of attending each lecture either in-person or online was preferred (69% for this hybrid format, 11% for in-person only and another 11% for online only). Although long commuting times, work and family responsibilities were common, interactivity and learning preference were the most important considerations for students regardless of their decision for online or in-person attendance. Analysis of YouTube viewing data showed a majority of online participation occurring during live lectures, with an additional peak of viewing of all lectures occurring immediately before exams. Conclusions We found this hybrid format to be a viable and popular way to accommodate diverse personal circumstances and learning preferences within the framework of a traditional lecture format.
18
Kudish, Philip, Robin Shores, Alex McClung, Lisa Smulyan, Elizabeth A. Vallen, and Kathleen K. Siwicki. "Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology." CBE—Life Sciences Education 15, no. 3 (September 2016): ar31. http://dx.doi.org/10.1187/cbe.16-01-0051.
Full textAbstract:
Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students’ engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker backgrounds in biology. Peer leaders with experience in biology courses and training in science pedagogy facilitate work on faculty-generated challenge problems. During the eight semesters assessed in this study, URM students and those with less preparation attended SGMs with equal or greater frequency than their counterparts. Most agreed that SGMs enhanced their comprehension of biology and ability to articulate solutions. The historical grade gap between URM and non-URM students narrowed slightly in Biology 2, but not in other biology and science, technology, engineering, and mathematics courses. Nonetheless, URM students taking introductory biology after program implementation have graduated with biology majors or minors at the same rates as non-URM students, and have enrolled in postcollege degree programs at equal or greater rates. These results suggest that improved performance as measured by science grade point average may not be necessary to improve the persistence of students from underrepresented groups as life sciences majors.
19
Mangoukou Ngouapegne, Chriss N. ""An Investigation Of The İmpact Of Green Supply Chain Practices On Green Performance: Case Of Gauteng Province."." 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, no. 1 (December 9, 2020): 168. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(168).
Full textAbstract:
Worldwide, higher education is considered as a driver of economic, social and the political changes driving global knowledge (Ngoma, Ntale & Abaho 2017). Besides the increase access to education, the quality of graduate reflected by their academic performance is worrying (Ridzuan, Yunus, Abdullah, Bakar, Azlan & Ramlan 2018). Paloș, Maricuţoiu and Coste (2019), noticed that a large number of enrolled student graduates with poor grades or fail to graduate. In an attempt to retain and capture market share with the increase in study options, higher education all over the world are constantly struggling to provide a distinctive learning experience necessary to improve their students' performance (McGillicuddy & McGloin 2018). Considering the increasingly competitive and dynamic education environment, higher education can no longer ignore the needs and factors required to enhance student performance. Poor student performance in higher education institution has been a major source of concern for decision makers in the educational sector. Lai (2015), posits that the poor student performance can be attributed to the student-related factors such as attendance classes, score in high school, competence in quantitative subject and preparation to exam or tests. Moreover, Glew, Ramjan, Salas, Raper Creed and Salamonson (2019) state that poor attitude to the subject, lack of innovative teaching techniques, inadequate materials and inadequate funding to support the students negatively impact the performance of student. In addition, most prior research on performance has been done at high school or colleges, rather than at university level (Organisation for Economic Co-operation and Development (OECD) 2017). While, studies on student performance in developed countries are well documented, little attention has been dedicated in less developed countries such as South Africa (Ngoma et al., 2017). Given the difference between culture in developed and less developed counties, this study focused on investigating the antecedents of student performance in South Africa. Keywords: Student royalty, student satisfaction, student motivation, student performance
20
Huang, Gary G., Stanley Weng, Fan Zhang, and Michael P. Cohen. "Outmigration Among Rural High School Graduates: The Effect of Academic and Vocational Programs." Educational Evaluation and Policy Analysis 19, no. 4 (December 1997): 360–72. http://dx.doi.org/10.3102/01623737019004360.
Full textAbstract:
Although rural communities have pressing needs for educated youth, rural schools are criticized for training students with urban-oriented labor skills that facilitate rural-to-urban migration. Some analysts see such schooling contributing to the rural community’s decline. Educators and policymakers concerned about rural areas need to know what kind of school programs help retain educated youth in rural areas. Research on the comparative effectiveness of different curriculum programs in retaining youth in the community can inform the program development for rural schools. This report presents a study that addressed the issue with data from a national longitudinal study, the High School and Beyond (HS&B) of the National Center for Education Statistics. With two-level hierarchical logit modeling that decomposed the variance into school- and individuallevels components, we examined the post-school outmigration pattern in connection with students’ coursework (at the individual level) and curriculum program enrollment (at the school level). We focused on the effects on outmigration of the academic program and the vocational program measured at the two levels, adjusting for the effects of the local labor market condition and student sociodemographic background and test scores. We also introduced interaction terms to determine the specific effects of curriculum on rural school average outmigration. The results revealed that, controlling for the effects of local labor market and student background and academic achievement, outmigration was positively related to schools’ emphasis on academic programs and students’ high credits in the academic curriculum. To clarify the possible confounding relationship between outmigration and college attendance, we further analyzed data of youth that had not gone to college four years after high school. Essentially, the same pattern was found among this subsample of noncollege-goers. Implications for curriculum development were suggested based on the results and other perspectives regarding curriculum reform.
21
Richardson, Brittany. "Interesting Patterns Found When Academic and Public Library Use by Foreign-born Students Is Assessed Using ‘Super-Diversity’ Variables." Evidence Based Library and Information Practice 14, no. 4 (December 12, 2019): 182–84. http://dx.doi.org/10.18438/eblip29644.
Full textAbstract:
A Review of:
Albarillo, F. (2018). Super-diversity and foreign-born students in academic libraries: A survey study. portal: Libraries and the Academy, 18(1), 59-91. https://doi.org/10.1353/pla.2018.0004
Abstract
Objective – To evaluate the relationship between academic and public library usage and various characteristics of foreign-born students.
Design – Survey questionnaire.
Setting – Medium-sized public liberal arts college in the northeastern United States.
Subjects – 123 foreign-born students enrolled at the institution in fall 2014.
Methods – The researcher emailed a five-part survey to participants who indicated on a screening survey that they were foreign-born students currently enrolled at the college. Of the participants emailed, 94 completed the survey. The survey used a super-diversity lens to assess academic and public library use by foreign-born students in relationship to multiple variables, including student status, race and ethnicity, immigration status, first-generation student status, gender, age, age of arrival in the United States (US), years living in the US, and ZIP Code (used to approximate median income based on the US Census Bureau’s 2014 American Community Survey). Respondents reported frequency of use on a Likert-type scale of 1=Never to 6=Always. The author adapted items from the In Library Use Survey Instrument (University of Washington Libraries, 2011). Usage types included: computer, Wi-Fi, staff assistance, electronic resources, physical resources, printing/scanning/photocopying, program attendance, and physical space. Independent sample t-tests were used to evaluate mean differences in reported library usage based on demographic variables. The author used Somers’ d statistical tests to explore the relationship between library use and age, age on arrival in the US, years lived in the US, and median income. The survey asked participants to describe both academic and public libraries in five words. To show term frequency, the author used word clouds as a visualization technique.
Main Results – The study reported on the results of the library use survey section. Overall, foreign-born students used college libraries more frequently than public libraries. The author reported on findings that were statistically significant (p ≤ 0.5), focusing on those with mean differences ≥ 0.5. Key findings included: undergraduate students used public libraries and Wi-Fi/e-resources onsite at college libraries more often than graduate students; first-generation students gathered at the library with friends more frequently; no significant difference was reported in library resource use by gender; and non-white students used the college library more frequently as a study space and for printing. The author was surprised no significant differences in usage were found between participants with permanent vs. temporary immigration status. Somers’ d associations showed an inverse relationship between age and Wi-Fi use and age of arrival in the United States and likelihood of eating in the library. Overall, both library types were positively described in open-ended responses as places with social and academic value.
Conclusion – The author suggested the concept of super-diversity equips librarians with a more inclusive approach to studying library user perspectives and behaviors. The author used survey data and the Association of College and Research Libraries (ACRL) Diversity Standards (2012) to highlight library service considerations for foreign-born students. Examples of suggested service improvements included supporting printing in Unicode non-English fonts, cultivating a diverse library staff, and providing culturally appropriate library orientations and outreach. The author recommended that more research with foreign-born students was needed to assess culturally appropriate areas for eating and socializing, unique information needs, and expectations and awareness of library services. The author suggested first-generation students’ use of the library for socializing and non-white students’ higher use of libraries for studying as two areas for further qualitative study. The author also suggested creating services and partnerships between public and academic libraries could support foreign-born students, even recommending cross-training of library staff.
22
Bejan, Anca, Min Xi, and David L. Parker. "Outcomes of a Safety and Health Educational Intervention in Auto Body and Machine Tool Technologies Vocational College Programs: The Technical Education Curricula for Health and Safety (TECHS) Study." Annals of Work Exposures and Health 64, no. 2 (December 12, 2019): 185–201. http://dx.doi.org/10.1093/annweh/wxz092.
Full textAbstract:
Abstract Technical Education Curricula for Health and Safety (TECHS) is a research collaboration between safety and health professionals and vocational instructors in three Minnesota colleges. Curriculum materials, including full and refresher modules with of classroom presentations, lab activities, homework, and quizzes, were developed for auto body collision technology (ABCT) and machine tool technology (MTT) programs. Curricula were implemented during the 2015–2018 academic years. Graduates’ safety-related knowledge, skills, work practices, and workplace safety climate were assessed 1 year postgraduation using an electronic survey. Responses were received from 71 ABCT and 115 MTT graduates. Classroom presentations were used consistently throughout the study. Instructors cited a lack of time as the main barrier to using other materials (lab activities, homework, and quizzes). Graduates with TECHS instruction had significantly greater safety-related knowledge overall (both trades) as well as in two topic areas: eye and respiratory protection (ABCT) and hearing protection and machine guarding (MTT). Our data confirm that nearly all graduates consistently engage in practices such as use of safety glasses, hearing protection, and respirators, use of machine guards, material handling strategies. At 1 year postgraduation, MTT graduates’ work practices related to machine guarding improved significantly. Graduates with TECHS instruction had improved in about half of the work practices, but statistical significance was not achieved. Graduates’ self-reported work practices were not significantly correlated with their knowledge or skills. Work practices variability was best explained by graduates’ attitudes toward safety rules and their rating of the workplace safety climate. TECHS findings confirm that classroom instruction alone has little impact on graduates’ work practices. We propose institutions formalize their commitment to safety and health education by ear-marking teaching time for this subject and providing assistance to instructors to facilitate curricula integration. Instructors would benefit from learning more about trade-specific safety and health, and adult education teaching methods. Additional research is needed to understand how students’ attitudes toward safety change during vocational college attendance and the first year of employment in the trade, explore implementation supports and barriers at institutional and instructor levels, and assess educational effectiveness beyond the end of the academic program. The entire curricula are available on the study website www.votechsafety.net.
23
Tyson, Michele, Cecilia M. Orphan, Judy Marquez Kiyama, and Chris A Nelson. "Leveraging Higher Education Departments to Promote Institutional Change for Equity and the Public Good." Journal for the Study of Postsecondary and Tertiary Education 5 (2020): 039–55. http://dx.doi.org/10.28945/4511.
Full textAbstract:
Aim/Purpose: Neoliberal ideology in U.S. society and globally is transforming post-secondary institutions into economic drivers of their public purposes, that of promoting societal betterment and educational opportunity. Attendant with the neoliberal transformation of higher education’s purposes has been an erosion of the equity pursuits of postsecondary institutions as they privilege enrolling less diverse students more likely to persist and graduate. Background: Neoliberalism has also distorted the college access imperative and divorced it from addressing historic inequities and marginalizations present in higher education. Instead, the college access imperative is largely situated in the need to meet workforce development needs. The purpose of this paper is to increase awareness about how Higher Education preparation programs resist the neoliberalism transformation to higher education by describing how one specific such program, the Higher Education Department at the University of Denver, is actively resisting the influence of neoliberal ideology in campus life. Methodology: We offer examples drawn from our curricula and co-curricula in which departmental faculty, staff and students embody and enact grassroots leadership focused on advancing equity and the university’s public purposes. Recommendations for Practitioners: We conclude by describing recommendations for other Higher Education departments interested in promoting their institution’s public purposes and equity pursuits while resisting neoliberalism. We also offer reflections intended to encourage other Higher Education departments to take up this vital work Impact on Society: Our hope is that this paper serves as a call to harness the power and expertise within Higher Education department to actively resist neoliberal practices and center equity and social justice. Our intent is to spark ideas, offering organizing practices, and research focused on examining the role of Higher Education departments and degree programs in leading postsecondary institutions in society.
24
Schulte, Kirsten, Katrina Mikofalvy, Lauren Beck, and Prasad V. Bodas. "Comprehensive Sickle Cell Disease Management Is Associated with Superior Grade Attainment and High School Graduation Rates." Blood 132, Supplement 1 (November 29, 2018): 4692. http://dx.doi.org/10.1182/blood-2018-99-115093.
Full textAbstract:
Abstract Background: Sickle cell disease (SCD) in adolescents and young adults has been associated with low high school graduation rates. Complications of the disease may decrease school attendance, academic performance, and grade attainment. The graduation rate for patients with SCD enrolled in the Cooperative Study of Sickle Cell Disease (CSSD) was 71%. Poor educational outcomes might be due to a number of factors including socioeconomic status or days spent in the hospital due to illness. Neurological complications of SCD may also contribute. Stroke and microvascular ischemic events are detrimental to cognitive function and influence academic achievement and grade attainment. Patient and practitioner adherence to best practices, such as those described in the NHLBI 2014 guidelines vary widely, and the association of best practices with graduation rates has not been studied. We compared high school graduation rates of patients at Akron Children's Hospital Sickle Cell Disease Program (ACHSCDP) with national and local rates. Methods: We conducted a retrospective chart review of patients born between 1994 and 2000 who received care for all forms of SCD at ACHSCDP. Patients were identified through an onsite registry. Thirty-two patients were identified for chart review. We defined successful high school attainment as graduation from 12th grade, or having completed 11th grade by July 2018 and enrolled to begin 12th grade in Fall 2018, before or at 19 years of age. We determined successful high school attainment for patients at Akron Children's Hospital and assessed factors associated with success. Results: Patients born from 1994 to 2000 with sickle cell disease (SS, SC, SBeta-0, SBeta-+) were analyzed (n=32). Two patients transferred out of ACHSCDP prior to age 14 and were not included in our analysis. Of 30 patients studied, 14 were male and 16 were female. Twenty-six patients (86.7%) had graduated or were starting senior year as of July 2018. Of the 26 successful students, 12 (46.2%) had either an IEP or 504 (federally defined accommodation plan) in place. None of the 4 unsuccessful students had an IEP, however 1 student had a 504. Of the 26 successful students, 13 had HbSS, 1 had HbS/B o thal, 5 had HbS/B + thal, and 7 had HbSC. All 4 unsuccessful students had HbSS. Of the 26 successful students, clinical data from 4 years before graduation or 3 years before completion of the 11th grade revealed that the students were hospitalized an average of 5.77 days per year and visited the emergency department an average of 1.38 times per year. Of the 4 unsuccessful patients, data collected 4 years before the age of 19 revealed that the patients were hospitalized an average of 5.85 days per year and visited the emergency department an average of 1.37 times per year. Only one patient had a documented stroke, and this child successfully graduated from high school. Of the 26 successful students, 18 (69.2%) were enrolled in college after finishing high school and 3 students were in their senior year of high school. Discussion: In this cohort, a high percentage of patients (86.7%) graduated or were on track to graduate from high school. In the United States, approximately 90% of patients with SCD are African American. All patients analyzed here were African American. With this in mind, ACHSCDP patients' graduation rate compares favorably to estimated graduation rates across the US general population (84%), the U.S. African America population (76%), the U.S. sickle cell patient population (71%), the Ohio general population (84%), and the Ohio African American population (68%). The higher graduation rate among children at the ACHSCDP is associated with a multidisciplinary care model that prioritizes optimal hematologic care adhering to evidence based best practices including stroke risk screening and prevention, and use of hydroxyurea. In addition, team members assess for educations status and disease specific limitations at each encounter. A social worker advocates for educational needs. An outreach nurse makes school visits to educate staff and assist with implementation of federal accommodation plans. A teacher is available during inpatient stays to provide education in coordination with the patients' school. With comprehensive care, SCD is not a barrier to successful grade attainment, and academic distress in SCD patients should prompt re-evaluation of the patient's holistic medical care. Disclosures No relevant conflicts of interest to declare.
25
Wang, Xueli, Yen Lee, and Kelly Wickersham. "The Role of Community College Attendance in Shaping Baccalaureate Recipients’ Access to Graduate and Professional Education." Educational Researcher 48, no. 2 (February 5, 2019): 84–100. http://dx.doi.org/10.3102/0013189x19825659.
Full textAbstract:
Using data from the Baccalaureate and Beyond Longitudinal Study and propensity score matching techniques, this study examined the impact of having attended a community college on baccalaureate recipients’ access to graduate and professional schools in general and how previous community college attendance influenced student enrollment in different professional and graduate programs. Our findings revealed that there was no significant negative or positive effect of community college attendance on access to graduate or professional school or on program enrollment choices. These results imply that community college attendance does not limit access to graduate and professional education and holds the promise to complement the route to graduate and professional school.
26
Lee, Jenny J. "Religion and College Attendance: Change among Students." Review of Higher Education 25, no. 4 (2002): 369–84. http://dx.doi.org/10.1353/rhe.2002.0020.
Full text
27
Dunn, Elizabeth Anne, Jessica Chow, Sara Meddings, and Lissa June Haycock. "Barriers to attendance at Recovery Colleges." Mental Health and Social Inclusion 20, no. 4 (November 14, 2016): 238–46. http://dx.doi.org/10.1108/mhsi-08-2016-0025.
Full textAbstract:
Purpose The purpose of this paper is to explore what affects attendance at Recovery College, what students who have missed classes perceive to be the barriers to attendance and suggestions for improvement. Design/methodology/approach Survey of 16 students who have missed Recovery College classes. Findings The most common reasons for non-attendance were personal factors associated with physical illness; competing commitments or life events; and worries about other students and anxiety. Recovery College factors included inconvenient location, time or date of the course and poor communication from the college. Students found individual learning plans (ILPs) helpful and that they improved attendance. Recommendations are made to improve attendance through clearer information and communication; ILPs, text reminders before classes and phone calls from tutors if students miss classes. Originality/value Many services are looking at how to become more cost effective – improving attendance is one such way. This paper offers an analysis of barriers to attendance and makes recommendations about how attendance can be improved.
28
Lingo, Mitchell D. "Arts attendance among first-year American college students." Arts Education Policy Review 121, no. 4 (November 4, 2019): 160–72. http://dx.doi.org/10.1080/10632913.2019.1682092.
Full text
29
Song, Chunyan, and Jennifer E. Glick. "College Attendance and Choice of College Majors Among Asian-American Students*." Social Science Quarterly 85, no. 5 (December 2004): 1401–21. http://dx.doi.org/10.1111/j.0038-4941.2004.00283.x.
Full text
30
Carpenter, Peter G., and John A. Fleishman. "Linking Intentions and Behavior: Australian Students’ College Plans and College Attendance." American Educational Research Journal 24, no. 1 (January 1987): 79–105. http://dx.doi.org/10.3102/00028312024001079.
Full text
31
King, Patricia M., Phillip K. Wood, and Robert A. Mines. "Critical Thinking Among College and Graduate Students." Review of Higher Education 13, no. 2 (1990): 167–86. http://dx.doi.org/10.1353/rhe.1990.0026.
Full text
32
Abdelmalak, Mariam Mouse Matta, and Julia Lynn Parra. "Expanding Learning Opportunities for Graduate Students with HyFlex Course Design." International Journal of Online Pedagogy and Course Design 6, no. 4 (October 2016): 19–37. http://dx.doi.org/10.4018/ijopcd.2016100102.
Full textAbstract:
The purpose of this study was to explore students' perspectives regarding HyFlex course design. The main feature of HyFlex is blending synchronous online student attendance and face-to-face student attendance (hybrid) in a single course and allowing students to choose when and how they attend (flexible). The course in this study implemented HyFlex principles to expand learning opportunities of adult graduate students in a higher education setting. The data collection sources included interviews of six graduate students, class observations, recordings of class meetings, students' course work, and relevant online course artifacts. Results indicated that participants perceived HyFlex to be a good way to accommodate student needs and their life circumstances, increase student access to course content and instruction, differentiate instruction to meet adult students' different learning styles and strategies, and give students a sense of control over their learning.
33
Austin, Daphne, Sung-Mook Hong, and Wilma Hunter. "Some Determinants of Fear about Aids among Australian College Students." Psychological Reports 64, no. 3_suppl (June 1989): 1239–44. http://dx.doi.org/10.2466/pr0.1989.64.3c.1239.
Full textAbstract:
An 18-item questionnaire assessing attitudes toward AIDS and homosexuality was administered to 420 Australian tertiary students. The predictive power of attitudes toward homosexuality, empathy toward AIDS sufferers, knowledge about AIDS, church attendance, age, and sex was tested using independent and stepwise multiple-regression analyses. In the stepwise analysis attitudes toward homosexuality and empathy toward AIDS sufferers were the major contributors to fear about AIDS. Church attendance and age improved the over-all prediction significantly, but only slightly. In the independent analysis all variables, except church attendance, were significant predictors. Educational programmes on AIDS should address the relationship between homosexuality and fear of AIDS.
34
王, 巍. "Analysis of Attendance Data in College Students’ Innovative Practice." Creative Education Studies 06, no. 02 (2018): 131–36. http://dx.doi.org/10.12677/ces.2018.62021.
Full text
35
Stanley, Kenneth L., and Lee D. Dahringer. "Determinants of Attendance for Students Accepted into a Graduate Business Program." Journal of Marketing Education 7, no. 3 (December 1985): 24–29. http://dx.doi.org/10.1177/027347538500700304.
Full text
36
Ickes, Melinda J., Joanne Brown, Brandy Reeves, and Pierre Martin D. Zephyr. "Differences between Undergraduate and Graduate Students in Stress and Coping Strategies." Californian Journal of Health Promotion 13, no. 1 (May 1, 2015): 13–25. http://dx.doi.org/10.32398/cjhp.v13i1.1810.
Full textAbstract:
Background and Purpose: Stress among college students, and the related health and academic consequences, remains an important issue for college health professionals. Yet, less is known about the reported coping strategies among both undergraduate and graduate students. Purpose: This crosssectional study examined differences between undergraduate and graduate college students in stress levels and coping behaviors. Methods: An online health behavior survey was administered to a random sample of 1,139 college students enrolled in 2011. Chi-square test of independence examined demographic differences, stress levels and coping strategies. Classification and Regression Tree analysis further explored coping strategies which differentiated groups. Results: Participants were primarily white (87.2%), graduate students (58.5%), and female (59.8%). Almost 80% reported moderate, much or great deal of stress, with no significant differences between undergraduate and graduate students. Sleep (69.6%), exercise (66.1%), and food (56.8%) were the most common coping strategies, regardless of academic classification. Social support as a coping strategy was the most important variable explaining differences between undergraduate and graduate students. Conclusion: Undergraduate and graduate college students cope with stress in a similar manner. However, social support was more likely among graduate students and may be an important strategy for future college health programming.
37
Langenkamp, Amy G., and Andrew D. Hoyt. "Leaks in Latina/o Students’ College-Going Pipeline: Consequences of Educational Expectation Attrition." Journal of Hispanic Higher Education 18, no. 4 (December 25, 2017): 357–71. http://dx.doi.org/10.1177/1538192717749878.
Full textAbstract:
This study predicts Latina/o student attrition at two phases in the college-going pipeline. Findings suggest that academic achievement mediates Latina/o students’ attrition from expectations to college application. Preparatory commitment behaviors mediate attrition from application to attendance. Results also indicate that Latina/o students experience greater risk of attrition compared with other ethnoracial groups at both application and attendance stages of college-going pipeline. Implications for intervention points and adjusted models about college-going for Latina/o students are discussed.
38
Blake, Mary Kate. "All Talk and No Action? Racial Differences in College Behaviors and Attendance." Sociological Perspectives 61, no. 4 (May 29, 2018): 553–72. http://dx.doi.org/10.1177/0731121418777237.
Full textAbstract:
According to the influential “oppositional culture” account, we should expect black students as a group to be less likely to engage in school than their white counterparts because they are more likely to believe and act in opposition to academics. In contrast to this prediction, qualitative and quantitative researchers have almost uniformly deduced that black students hold similar or higher educational values, attitudes, and expectations as compared with whites. I pull from the rich literature on racial differences in educational attitudes and expectations to posit that instead of black students shirking education, black students are actually more likely to act in favor of education, and that this might help explain their higher net rates of college attendance as indicated in prior research. Using the Education Longitudinal Study of 2002 (ELS), I find that black students’ higher rates of engagement in college-going behaviors mediate the relationship between race and college attendance so that race is no longer a significant predictor of attendance. Implications for how these results can address racial disparities in college attendance are discussed.
39
M V, Kishore. "College Management System." International Journal for Research in Applied Science and Engineering Technology 9, no. VI (June 30, 2021): 2919–24. http://dx.doi.org/10.22214/ijraset.2021.35624.
Full textAbstract:
This paper is aimed at developing an Online Application for students and college management. The main theme of the project is to develop an application that enables the students to perform the activities like fee payment, downloading learning materials, and get notifications about the attendance, results, etc; in a mobile application, It provides a simple interface for the maintenance of the student records. In the previous system, all the details have to view in a file or on a website. At the same time while searching for information it takes a long time to get the results. To overcome this an Android Application can be used to make this process much better. All the important data such as passwords are securely stored with the help of hashing techniques. The users of this application are students, Faculty, and Admin. The Faculty can log in to the application and can update the Attendance and Marks of the student. In case of any events or exams in the college, the students will be notified by Admin. As we are college students we know about these problems that we are facing due to the lack of this kind of application. So we thought of extending and solving some of the problems in our project so that it could be more useful for the students and they can easily use the application which is also very compatible for the teachers and students. The data relating to students is stored in Firebase. A web-based portal is designed for the faculty to upload the marks, results, and upload materials.
40
Hendricks, Lutz, Christopher Herrington, and Todd Schoellman. "College Quality and Attendance Patterns: A Long-Run View." American Economic Journal: Macroeconomics 13, no. 1 (January 1, 2021): 184–215. http://dx.doi.org/10.1257/mac.20190154.
Full textAbstract:
We construct a time series of college attendance patterns for the United States and document a reversal: family background was a better predictor of college attendance before World War II, but academic ability was afterward. We construct a model of college choice that explains this reversal. The model’s central mechanism is that an exogenous surge of college attendance leads better colleges to be oversubscribed, institute selective admissions, and raise their quality relative to their peers, as in Hoxby (2009). Rising quality at better colleges attracts high-ability students, while falling quality at the remaining colleges dissuades low-ability students, generating the reversal. (JEL I23, J12, N32)
41
Schmied, Lori A., and Karl J. Jost. "Church Attendance, Religiosity, and Health." Psychological Reports 74, no. 1 (February 1994): 145–46. http://dx.doi.org/10.2466/pr0.1994.74.1.145.
Full textAbstract:
Many studies have repotted a beneficial effect of church attendance on one's health. Little attempt has been made, however, to ascertain what aspect of the behavior might be responsible for the effect, so church attendance, religiosity, and health were examined in a sample of 174 graduate students (ages 19 to 69 years). Neither attendance nor religiosity was significantly associated in this sample with the frequency or seriousness of illness experienced over the previous 12-mo. period. These findings are discussed in relation to sample characteristics.
42
Martin, Nancy K., and Paul N. Dixon. "THE EFFECTS OF FRESHMAN ORIENTATION AND LOCUS OF CONTROL ON ADJUSTMENT TO COLLEGE: A FOLLOW-UP STUDY." Social Behavior and Personality: an international journal 22, no. 2 (January 1, 1994): 201–8. http://dx.doi.org/10.2224/sbp.1994.22.2.201.
Full textAbstract:
This study investigates the impact of orientation attendance and locus of control on the adjustment of traditional full-time college students to college life. Subjects were 242 upperclassmen from a large southwestern university. Results indicated that students with an internal locus of control orientation scored higher on the Freshman Transition Questionnaire (FTQ), indicating more successful adjustment to college life. No statistically significant relationship was found between attendance at Freshman Orientation and adjustment to college. Possible explanations for the lack of relationship are discussed.
43
Rose, Rebecca J., Cathy W. Hall, Larry M. Bolen, and Raymond E. Webster. "Locus of Control and College Students' Approaches to Learning." Psychological Reports 79, no. 1 (August 1996): 163–71. http://dx.doi.org/10.2466/pr0.1996.79.1.163.
Full textAbstract:
To predict over-all grade point average (GPA) the relationships among the students' approaches to learning as measured by the Study Process Questionnaire, Scholastic Aptitude Test, class attendance, and GPA were based on responses from 202 undergraduate students (72 men, 125 women, and 5 undefined) enrolled in an introductory psychology course. Analysis indicated that SAT scores correlated positively with over-all GPA. Scores on Achieving Approach to learning only were significantly but negatively correlated with GPA ( r = −.27). Higher scores on the external locus of control measure also correlated negatively but not significantly with GPA ( r = −.21). Regression analysis indicated Scholastic Aptitude Test scores were also the best predictors of overall GPA followed by class attendance. Only scores on Achieving Approach contributed to the prediction of GPA. No significant effect was noted when examining gender and Scholastic Aptitude Test scores with the Study Process Questionnaire.
44
Lv, Chao, Zheng Dong Liu, Hai Bo Zhang, and Yi Xiu. "Student Attendance Check System Based on Fingerprint Identification Technology." Advanced Materials Research 945-949 (June 2014): 2685–88. http://dx.doi.org/10.4028/www.scientific.net/amr.945-949.2685.
Full textAbstract:
The current card attendance check system in colleges has the problems of low efficiency and accuracy, and severe condition of taking attendance for others. To solve these problems, we have designed attendance check system for college students based on fingerprint identification technology. This system can share information with educational administration system, offering such functions as academic year and semester management, classroom management, lesson management, and schedule management, and attendance check authority management, etc. This system utilizes the characteristics of fingerprints, which carries uniqueness and stability and adopts the increasingly mature fingerprint identification technology. It can improve the quality and efficiency of attendance management for college students, and promote the information construction on campus.
45
Ringo, Daniel. "Parental Credit Constraints and Child College Attendance." Education Finance and Policy 14, no. 4 (September 2019): 548–71. http://dx.doi.org/10.1162/edfp_a_00259.
Full textAbstract:
Parents in the United States frequently supplement the student loans available to their children by cosigning on a loan, borrowing against their home equity, or with unsecured debt in their own names. This paper investigates whether some students are constrained from attending and completing college by their parents’ lack of access to credit markets by linking individual parental credit scores to their children's educational attainment. I find that good parental credit significantly improves the child's probability of attending college. Suggestive evidence is provided that the estimated relationship may be causal and not biased by omitted factors, such as unobserved ability or other personality characteristics.
46
L. Hardre, Patricia, and Shannon Hackett. "Defining the Graduate College Experience: What it “Should” versus “Does” Include." International Journal of Doctoral Studies 10 (2015): 057–77. http://dx.doi.org/10.28945/2102.
Full textAbstract:
Gaps between expectations and actual educational experience may influence motivation, learning and performance. The graduate college experience (GCE) is shrouded in myth and legend that may create unrealistic expectations, while its reality includes elements of politics, economics and organizational psychology. This study examined 1,629 present and former graduate students’ perceptions of what their graduate school experiences should and did include. The sample was analyzed as a whole and also divided and tested for subgroup differences by: degree types (masters and doctorate); at four different points along their degree paths (entrance, midpoint, exit, alumni); and by disciplinary subgroups (hard sciences, social sciences, arts, interdisciplinary). Statistically significant differences were found between subgroups on perceptions of what the GCE “should” and “does” include separately. Further, within-groups comparison of what the graduate college experience “should” and “does” include showed significant differences for the whole group and all subgroups. In addition, the differences between graduate students’ expected and actual experience (should - does) negatively predicted overall satisfaction with their graduate experience. These contrasts of students’ actual and expected graduate experiences present potential to explain some of graduate students’ dissatisfaction and non-completion, and offer information to support program improvement and retention of graduate students.
47
MAU, WEI-CHENG, and DONALD B. POPE-DAVIS. "Worldview Differences Between College Students and Graduate Counseling Trainees." Counseling and Values 38, no. 1 (October 1993): 42–50. http://dx.doi.org/10.1002/j.2161-007x.1993.tb00819.x.
Full text
48
Kallio, Ruth E. "Factors influencing the college choice decisions of graduate students." Research in Higher Education 36, no. 1 (February 1995): 109–24. http://dx.doi.org/10.1007/bf02207769.
Full text
49
Pell, John. "Teaching Systematic Searching Methods to Public Health Graduate Students: Repeated Library Instruction Sessions Correlate With Better Assignment Scores." Evidence Based Library and Information Practice 12, no. 2 (June 29, 2017): 106. http://dx.doi.org/10.18438/b8707k.
Full textAbstract:
Abstract
Objective – The objective of this study was to devise an assessment plan to determine if repeat attendance at two library instruction sessions is statistically associated with overall assignment scores or specific assignment qualities.
Methods – The author used SPSS to calculate correlations between attendance and assignment scores and cross tabulations between attendance and assignment item analysis scores.
Results – Repeat attendance at two library instruction sessions was statistically associated with higher overall assignment scores and higher scores on specific assignment sections. The effect is statistically significant.
Conclusion – Students who attended two library instruction sessions applied skills and concepts practiced in those sessions on a subsequent research assignment. Not all skills and concepts practiced in the session were applied. Acquisition of more technical skills such as Boolean searching may require a greater number of follow-up sessions.
50
Lv, Hong Yan, and Yu Hong Dong. "The Analysis of College-Enterprise Cooperation Training Graduate Students Management Mode." Advanced Materials Research 807-809 (September 2013): 2872–75. http://dx.doi.org/10.4028/www.scientific.net/amr.807-809.2872.
Full textAbstract:
College-enterprise cooperation training graduate students is a new model of colleges and enterprises cooperation innovation. It is an important way of cultivating innovative talents in colleges. This paper discusses two problems mainly, one of them is the mode of college-enterprise cooperation training graduate students is not perfect, the other is in relation to the management organization. The paper puts forward the "six stages" graduate cultivation model and sets up perfect management organization against the problem. We hope these will create a good atmosphere of technology innovation for college-enterprise cooperation training graduate students, and create a good social benefits and economic benefits.