Dissertations / Theses: 'Student adjustment – Education (Higher)'

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Ridinger, Lynn L. "Acculturation antecedents and outcomes associated with international and domestic student-athlete adjustment to college." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391695732.

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Badur, Gulistan Palmer James C. Padavil George. "International students' perspectives on their cross-cultural adjustment to American higher education." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087861.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 29, 2005. Dissertation Committee: James C. Palmer, George Padavil (co-chairs), Amelia D. Adkins, William Semlak. Includes bibliographical references (leaves 189-195) and abstract. Also available in print.

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Khein, Laura Hannah. "A phenomenological approach to understanding students' psychological adjustment and integration into the social and academic systems of higher education." Thesis, University of Cambridge, 2008. https://www.repository.cam.ac.uk/handle/1810/252115.

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McNulty, Kristy Lee Ann. "Adjustment to College among Lower Division Students with Disabilities| An Exploratory Study." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615917.

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This study utilized a quality of life framework of psychosocial adaptation to explore relationships among college stress, functional limitations, coping strategies, and perceived social suport in adjustment to college among first-year and second-year undergraduate students with disabilities, based on specific hypothesized relations. College adjustment outcomes included: life satisfaction, academic performance, and psychosocial-emotional adjustment to college.

A nonprobability sample of 103 first-year and second-year undergraduate college students with disabilities participated in the study. Respondents were registered with an office of support services for students with disabilities at a public, four-year university, located in the Pacific Northwest of the United States. Respondents were recruited by responding to an e-mail requesting participation in an online, web-based survey.

Eight self-report measures included: (a) Participant Survey (developed by the researcher to collect socio-demographic information, (b) College Stress Inventory (CSI; Solberg, Hale, Villarreal, & Kavanagh, 1993), (c) Disability Functional Limitations Scale (DFLS) (developed by the researcher), (d) Brief COPE; Carver, 1997, (e) Social Support Appraisals-Revised (SSA-R) scale; Vaux et al., 1986), (f) Satisfaction with Life Scale (SWLS; Diener, Emmons, Larsen, & Griffin, 1985), (g) Grade Point Average-Scale (GPA-S; adapted by the researcher from a self-reported grading scale), and (h) Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1999).

Data were analyzed using descriptive and correlational procedures. Bivariate analysis suggested that all predictor variables (i.e., college stress, functional limitations, engagement coping, and perceived social support) were significantly associated with student adjustment to college. Hierarchical multiple regression suggested mostly direct (i.e., main) effects for engagement coping and perceived social support. No interacting role for either engagement-type coping or perceived social support was suggested, except for the following: Engagement-type coping moderated the relationship between disability-related functional limitations (as measured by increased restrictions in the ability to perform daily routines, activites, and life roles) and adaptation to college, as measured by life satisfaction. Analyses of socio-demographic variables revealed significant associations between chronological age, gender, hours employed, and adjustment to college. Lastly, hierarchical multiple regression analysis revealed disengagment coping accounting for as much as 53% of the variance in adjustment scores. This result suggested disengagement coping adding significant predictive utility for adaptation-associated college adjustment.

In light of these findings, counseling professionals may wish to consider the beneficial role of engagement coping in promoting optimal adjustment to college for lower-division undergraduate students with disabilities.

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Spencer, Laurie-Ann M. "Exploring the Transition Experiences of Successful International Undergraduate Students at a Public Research University in the USA: The Impact on International Student Success and Retention." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6395.

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This qualitative study utilized surveys, interviews and document review to explore the transition experiences of international students at a large, public research university, specifically as it relates to their persistence and success. Within the context of challenges that they face, the study examined factors that the students perceived as jeopardizing their success and further explored both institutional and personal factors these students perceived as enhancing their success and persistence. Findings revealed that academic challenges tended to occur during the first year and included teaching styles, course-load/assignments, language issues, time management and understanding the US academic system. Social and cultural challenges included homesickness, cultural misunderstandings, culture-shock and language barriers. Daily living challenges included transportation, finances, food, visa/immigration issues, job restrictions and housing. The study results also indicated that students utilized a blend of coping strategies, support systems and personal strengths to overcome these challenges and persist. More specifically, students identified campus involvement, family support, friend support and university support services as integral to their success. The findings from this study have implications for faculty, as well as student affairs, international services and orientation practitioners as they identify international student needs and challenges as well as factors that positively impact international student persistence and success.

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Hong, Ye. "Integration and Experience of International Student-Athletes at NCAA Division I Institutions." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522330873725909.

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Chen, Jau-Rong. "The cross-cultural adjustment of Taiwanese postgraduate students in England." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/3091/.

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This thesis critically reviews, evaluates and synthesizes theories of cross-cultural adjustment and international students’ sojourn activities, and develops a multi-layered and dynamic framework of cross-cultural adjustment. Empirical evidence, collected from the experience of Taiwanese postgraduate students in the UK, is used to build a grounded theory of cross-cultural adjustment. The process of cross-cultural adjustment is examined in terms of four key dimensions - self-identity, academic pursuit, affection and sojourn life-experience - each of which is broken down into more specific components (categories and sub-categories) according to the interview responses of the student sample. The result is an in-depth appreciation of the wide range of factors that contribute to the experience and challenge of cross-cultural adjustment for Taiwanese postgraduate students. For each of the four dimensions, certain core conditions are shown to give rise to specific adjustment phenomena which are shaped by certain contextual factors, and these phenomena give rise to a characteristic strategic response by the students, which then yields a specific consequence. The study shows that cross-cultural adjustment is a continuous process in which international students establish emotional alignment through social interaction and the articulation of their self-identity. The study provides a conceptual framework for future research into cross-cultural adjustment within different host countries, and also serves as a basis to help universities anticipate and manage effectively the adjustment problems faced by international students.

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Williams, Katherine Arlene Knapp. "The college adjustment process of fifteen conditionally admitted adult students at Indiana University East." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774745.

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During the Fall 1990 semester, a longitudinal qualitative study of fifteen first-semester conditionally admitted adult students was undertaken at Indiana University East (IU East) to gain insights into the college adjustment process of those students. Through a series of four interviews, the researcher studied factors affecting the college adjustment process of the participants in the study.Participants reported being motivated to enter college as a result of undergoing one or more life transitions. Each participant was attending college for vocational reasons, most seeking occupationally specific degrees. However, almost all reported anticipating personal growth through learning as providing the greatest satisfaction from the college experience.Participants reported having anxiety regarding academic ability to succeed in college. Yet, challenges reported by the participants were generally situational, reflecting financial concerns, unexpected health problems, and family concerns. Effective time management was essential in adjusting to college. Almost all cut back on involvement in community and social activities. At times, family members had difficulty understanding the personal transformation experienced by the participants.Fourteen of the fifteen participants successfully completed the Fall 1990 semester, each with a 2.0 or higher grade point average (on a 4.0 scale). All fourteen enrolled in classes spring semester. When asked to indicate ways in which IU East had assisted them with college adjustment, participants indicated a supportive, caring faculty was of key importance during their first semester. Those who were a part of a federally funded support services program (67% of the participants) frequently mentioned that having a support system upon which to rely made a positive difference.The primary factors found to affect the college adjustment process were determination to succeed and willingness to undergo personal changes in the learning process. Other positive factors included degree of faculty support, presence of institutional support for new students, and perceived caring attitude among faculty. Factors which aggravated the adjustment process included conflicts involving family, employment, finances and health. Although degree of academic preparedness could be assumed to affect the college adjustment process, no relationship was found between high-school graduation rank and first-semester grade point average or fall-to-spring retention
Department of Educational Leadership

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Zeisman, Gabrielle Shoshana. "First-Generation Student Success After Academic Warning: An Exploratory Analysis of Academic Integration, Personal Adjustment, Family and Social Adjustment and Psychological Factors." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/619.

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As many as a quarter of undergraduate college students are placed on academic probation at least once during their college career. In addition, first-generation college students are even more at-risk for stopping out or dropping out due to being less academically prepared than their non-first-generation peers. In order to examine factors that influence first generation student academic risk and success, this exploratory study examined the intersection of academic standing and four primary conceptual contributors: academic integration, personal adjustment, family and social adjustment, and psychological factors. Survey data were collected from first generation undergraduate students at an urban research university who were placed on academic probation and those who returned to good standing. Six overarching themes emerged that demonstrate critical importance in first generation student academic success: 1) overall study skills, 2) class attendance 3) health-related issues, 4) financial difficulties, 5) family and personal issues, and 6) physiological symptoms. In addition, these factors appear to have additive and multiplier affects for students. First generation students may be able to overcome one set of factors but each new dimension can further inhibit academic good standing. Recommendations include mandatory advising and college success classes.

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Rintamaki, Lance S. "Adaptation to college and Ball State first year students of color : analysis of possible effects on adjustment resulting from the Multicultural Advisor Pilot Program." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115765.

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The purpose of this study was to analyze possible effects of the 1997-1998 Multicultural Advisor Pilot Program which was designed to positively effect the adjustment of students of color to the Ball State University environment. The study utilizes the Student Adaptation to College Questionnaire which examines a student's full-scale adjustment, academic adjustment, social adjustment, personal-emotional adjustment, and attachment/commitment to their education and institution. Results of the study suggest various differences in adjustment to the Ball State University environment do exist between the first-year students of color affected by the program and the first-year students of color who were not involved with the Multicultural Advisor Pilot program.
Department of Secondary, Higher, and Foundations of Education

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Natera, Lucia 1973. "Self-efficacy, stress, and adjustment in Latino college students." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/278669.

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The purpose of this study was to apply a diathesis-stress model to the study of Latino self-efficacy and college adjustment. Specifically, it was of interest to determine whether self-efficacy or its subcomponents would buffer Latino students from the effects of stress in college adjustment or its subcomponents. The sample consisted of 144 Latino undergraduate students. Results suggest that although self-efficacy and its subcomponents had a large effect on adjustment and its subcomponents, they were not found to buffer stress. Hence a diathesis-stress model was not supported. Academic self-efficacy did buffer the effects of stress in predicting academic success, and was supportive of a partial diathesis-stress model. Implications of these findings include promoting the importance of having high self-efficacy and attempting to instill it in Latino youth through the educational system.

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Jantz, Carrie. "Transition programs for new high school students." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CJantzPartI2006.pdf.

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Ahola-Sidaway, Janice Ann. "Student transition from elementary school to high school." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72833.

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Coleman, Octavia D. Kennedy Larry DeWitt. "An analysis of the perceptions of senior and junior students regarding the effectiveness of academic advisement in a teacher education program." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633390.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 10, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 115-123) and abstract. Also available in print.

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Ebinger, Sarah E. "International Students’ Perceptions of University Assistance with their Social Adjustment." Ashland University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1323367259.

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Erarslan, Mustafa Cenk. "Attitudes of international students in higher education: Implications for educators." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2764.

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The purpose of this study was to determine international students satisfaction with regards to the education, services, and facilities at an institution of higher education. Results showed that most of the students were satisfied with the quality of programs at their institution.

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KISANG, BENJAMIN KILIMO. "The Role of Social Networks in the Adjustment and Academic Success of International Students: A Case Study at a University in the Southwest." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193690.

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This study is a qualitative investigation of the role that social networks play in the adjustment and academic success of international students. With large numbers of international students enrolled on US campuses, it is important for practitioners to prepare, understand and address their dynamic needs. Based on social network, social capital, and student development integrated framework, the study focuses on how international students utilize social networks to adjust and for academic success. Data were gathered through 30 in-depth, semi-structured interviews with international students. The number of international students coming to the US has increased dramatically. As this increase continues to pick, competition for these students locally and globally has intensified. Competing effectively requires addressing the needs and challenges these students face. Social networks of friends, family members, faculty, and administrators address the different needs and challenges facing this population. Yet, few studies have investigated how the students utilize social networks. Despite their fundamental role in students' adjustment and academic success, social networks have received little attention from higher education scholars, particularly on the role of social networks in the students' adjustment and success. This study investigated social networks of international students in general, factors that facilitate and impede social networking, how different networks correspond to different needs, and ways in which these networks help the students adjust and succeed. The findings of this study confirm that social networks play an important role in the various needs and challenges international students encounter as they pursue their studies.

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Wu, Wenli. "Challenges of university academic adjustment : a case study of East Asian international postgraduate students at one British university." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/2851/.

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This is a study of international East Asian (Chinese, Taiwanese, Japanese, Thai and Korean) postgraduate students' experience of adjustment (n=40) at a university in the UK in the year 2004/5. It is an empirical case study which investigates English language adjustment, academic adjustment and sociocultural adjustment. It employs a mix of methods - questionnaire, research diary, and interviews, in order to achieve triangulation for validity and reliability. Data were coded in order and grouped into themes. Findings were reported in eight narrative accounts of individual students, in a thematic description, and in models of integration and adjustment. It was found that, overall, East Asian students were largely positive and the study describes strategies used to address difficulties and challenges. However one example of failure in the university (i. e. an unhappy experience) was given. The study presents the notion of an "Integrated international student experience" to help understand the experience of the sojourner in an academic institution. This research has made a significant contribution to the literature on adjustment and transition of international students in the UK. In addition, using narrative accounts to present data has also contributed to methodological issues in studying living and study abroad.

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Schmidt, Carolyn Speer. "An exploration into first generation adult student adaptation to college." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/134.

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Weber, Wade Michael. "A literature review of the reentry and adjustment experience of college students returning from short-term international christian mission experiences and implications for student affairs professionals." Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1436.

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Carbaugh, Brittany A. "From Service to Studies: Resilience and College Adjustment in Student Service Members/Veterans." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1598643468010451.

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Heilman, Savannah C. "I A-“dorm” College:Effects of Living Learning Communities on First-Year Adjustment and Satisfaction." Miami University Honors Theses / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1177603586.

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Rowlett, Emma Jane. "Disability equality and discrimination in higher education : staff and student perceptions of the 'reasonable' adjustments made for print disabled students." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12743/.

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The aim of this research was to explore staff and student experiences of the barriers print disabled students face and the adjustments made to overcome these. Universities are obliged by the Special Education Needs and Disability Act 2001 and the Disability Discrimination Acts 1995 and 2005 to make 'reasonable' adjustments, but receive only limited guidance as to how far they have to go to do this. No literature, research-based or otherwise, has so far dealt with the full range of issues relating to the implementation of adjustments for print disabled higher education students and until now few questions have been asked about why difficulties arise. Some studies have dealt with general issues relating to disabled higher education students (e. g. Riddell, Tinklin and Wilson, 2004; Fuller et al., 2006; Healey, Fuller, Bradley and Hall, 2006) but their conclusions are not fully applicable to print disabled students. Other literature has looked at issues relating to the accessibility of documents (e. g. RNIB, 2003, 2004, 2006; JISC TechDis, 2006a, 2006b, 2007a, 2007b) but does not consider how these issues affect higher education students. A small amount of literature focuses on general issues affecting print disabled students, but so far this has only focused on the underlying impairments that lead to it in isolation (e. g. visual impairment - Roy, 2003; or dyslexia - Riddick, 2001). Several sources have produced guidelines for making reasonable adjustments for students with dyslexia (e. g. The University of Nottingham 2006a) and visual impairments (e. g. West Virginia University, 2005b), but no comparisons appear to have been made been the similarity of the two. This study expands on previous research to explore the experiences of print disabled students, both from the perspective of print disabled students themselves but also from the perspective of the staff who support them. It explores the impact of the medical and social models of disability, as well as the mediatory model of disability displayed by the disability legislation. Its findings suggest that whilst universities have made considerable progress in reducing discrimination and promoting equality, print disabled students still experience significant problems. It concludes that whilst SENDA 2001 has contributed to the progress that has been made, legislation alone may not be capable of producing the cultural change that is needed.

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Dalgety, Michael Franklin. "Student-athlete perceptions of a summer pre-enrollment experience at an NCAA Division I-AAA institution." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/81.

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The purpose of this exploratory qualitative study was to examine student-athlete perceptions of the role of summer pre-enrollment in their adjustment and transition to college. The study focused on student-athletes who received athletically-related financial aid at a National Collegiate Athletic Association (NCAA) Division I-AAA institution. The Academic Progress Rate (APR), which measures academic eligibility and retention while incorporating a penalty structure for underperforming teams and athletic departments, has emerged as the fundamental measure of academic success for intercollegiate athletics programs. Educators have responded with a broad spectrum of support programs for student-athletes in order to meet APR benchmarks and avoid costly penalties. The NCAA first permitted the awarding of athletic aid to incoming student-athletes for summer pre-enrollment during the early part of the last decade. However, relatively little research has examined the concept of summer pre-enrollment and the role it may play in a student-athlete's adjustment and transition to college. The researcher conducted retrospective in-depth interviews with seven men's and women's basketball student-athletes who had completed one year of full-time enrollment at the selected institution and who received athletic aid for their summer pre-enrollment. Data was analyzed in a manner consistent with Boeije's Constant Comparative Analysis. This study drew upon Schlossberg's Transition Theory, and the participants described their experience in relation to their situation, self, support, and strategies. Collectively, the findings suggested that the participants perceived at least some benefit to their academic adjustment and social integration to college from the summer pre-enrollment. Though the summer pre-enrollment may not have provided identical academic, athletic, and social demands as the academic year, most of the participants indicated they were able to gain a better understanding of what college classes and college life were like as a result of their summer pre-enrollment participation. The findings further suggested that the participants were well prepared and well equipped for the demands of college prior to their summer pre-enrollment experience. Future research is needed to examine the role of summer pre-enrollment in the college adjustment and transition of student-athletes who are less prepared for the demands of college.

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Carver, Kellye Diane Schiffner. "Back on the Home Front: Demand/Withdraw Communication and Relationship Adjustment Among Student Veterans." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804849/.

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Today’s military encompasses a wide variety of families who are affected by deployments in multiple and complex ways. Following deployments, families must reconnect in their relationships and reestablish their way of life. Appropriate and effective communication during this time is critical, yet many military couples struggle with this process. Moreover, student service members/veterans and their families are in a unique position. In addition to coping with changes in their marital relationship, student veterans may feel isolated or unsupported on college campuses, often experiencing anxiety, depression, posttraumatic stress, or suicidality. The current study seeks to bridge the gap between the military family literature and the student service member/veteran literature by examining how deployment experiences, mental health issues, and communication patterns influence post-deployment relationship adjustment among student veterans. Analyses tested whether communication style and/or current mental health concerns mediate associations between combat experiences and couples’ relationship adjustment, as well as between experiences in the aftermath of battle and relationship adjustment. Results suggest that although posttraumatic stress is significantly related to deployment experiences among student veterans, participants report no significant negative effects of deployment on relationship adjustment. Communication style, however, was significantly associated with relationship adjustment, and a lack of positive communication was found to correlate with PTSD diagnosis. Research and clinical implications are discussed.

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Zhu, Jiani. "Academic adjustment of Chinese students at German universities." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2012. http://dx.doi.org/10.18452/16638.

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Inspiriert vom kognitiven, affektiven und behavioralen Modell Andersons, untersucht diese Forschungsarbeit die akademische Anpassung von chinesischen Studierenden anhand von vier Phasen, der Vor-Abreisephase, der Initial-, der Entwicklungs- und der Abschlussphase, und umfasst dabei drei Einzelstudien: (1) Eine interdisziplinär orientierte Untersuchung auf der Basis von Interviews mit 18 chinesischen Studierenden aus verschiedenen Fächern und mit unterschiedlichen Studienabschlüssen, (2) eine Fallstudie an einer sozialwissenschaftlichen Fakultät, bei der Beobachtungen deutscher Lehrender und Meinungen chinesischer Studierender erhoben wurden und (3) eine longitudinale Untersuchung zur Verfolgung der Sprachentwicklung und Lernerfahrungen von chinesischen Studierenden an deutschen Universitäten. Diese Untersuchungen ergaben, dass die unzureichende Vorbereitung der chinesischen Studierenden (Sprache und allgemeine Kenntnisse über Deutschland) in der Vor-Ausreisephase zu Problemen in der Anfangsphase ihres Aufenthaltes führen. In der Entwicklungsphase berichteten die chinesischen Studierenden von Fortschritten in der deutschen Sprache und im Wissen über die deutschen Hochschulen, die größte Herausforderung stellte jedoch das individuelle Abgleichen der unterschiedlichen akademischen Erwartungen, wie sie im Heimatland ursprünglich vermittelt und in Deutschland gegensätzlich erwartet werden. In der Abschlussphase zeigen chinesische Studenten Verständnis und Wertschätzung für die Erwartungen an deutschen Hochschulen. Insgesamt verlangt der Prozess der akademischen Anpassung von chinesischen Studenten, die Differenzen (im Wissenschaftssystem) zu identifizieren, zu verstehen und später diese Differenzen auch schätzen zu können. Diese Untersuchung zeigt, dass die deutsche Sprachkompetenz, die wissenschaftliche Begleitung und Unterstützung sowie die persönliche Anstrengung zentrale Faktoren der akademischen Anpassung chinesischer Studierender darstellen.
Inspired by Anderson’s cognitive, affective, and behavioral model, this research explores Chinese students’ academic adjustment in the four phases: pre-departure, initial, developing, and final phase, and is composed of three studies: (1) a cross-sectional study which interviews 18 Chinese students from different subjects and pursuing different academic degree; (2) a case study conducted in a social science faculty, both German lecturers’ observation and Chinese students’ opinions are investigated; and (3) a longitudinal research follows Chinese students’ language development and learning experience at German universities. This research found that Chinese students’ insufficient preparation (language and knowledge about German universities) in the pre-departure phase leads to the difficulty in the initial phase. Chinese students often describe the initial experience as a “catastrophe”, as they were not familiar with the academic-oriented information in Germany at all. In the developing phase, Chinese students reported progress in German language and knowledge about German universities, which facilitate their further development. One big challenge in the developing phase is to negotiate the difference of academic expectation between home and host universities. In the final phase, Chinese students show understanding and appreciation to the expectation at German universities. The whole process of academic adjustment expects Chinese students to identify the difference, understand the difference, and later appreciate the difference. This research further finds that German language competence, academic support, and personal effort together exert influence on the Chinese students’ academic adjustment at German universities. In order to improve the academic adjustment, suggestions are made to the prospective Chinese students and German institutions to better facilitate Chinese students’ academic adjustment in Germany

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McGuffin, James J. "Role of Combat Exposure and Insomnia in Student Veterans' Adaptation to College." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849743/.

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Since 2002, the number of veterans enrolled in universities has nearly doubled, although 30-40% of veterans fail to complete their degree. While research efforts to understand the challenges veterans face transitioning from military life to college has increased in recent years, few studies have looked beyond the effects of post-traumatic stress disorder (PTSD). Insomnia is the most frequently reported symptom of combat veterans and can have serious implications for college students. The purpose of this study was to examine the role of insomnia and student veteran adaptation to college relative to civilian students. College students (N = 588) were administered a Background Information Questionnaire, the Insomnia Severity Index, the Deployment Risk and Resilience Inventory, and the Student Adaptation to College Questionnaire. Results revealed that students with insomnia reported significantly lower adaptation to college than students without insomnia. Student veterans reported better academic and personal-emotional adaptation to college than civilian students, while civilians reported better social adjustment than veterans. Although combat veterans without insomnia scored consistently higher academic adjustment than non-combat veterans and civilian students, when present insomnia seemed to have a greater negative effect on combat veterans’ academic adjustment relative to civilian students. Furthermore, insomnia mediated the relationship between combat exposure and veteran’s personal-emotional adjustment to college. Implications and future directions for research are discussed.

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Dickinson, Wendy Lynn. "Increasing coping resources an experimental intervention approach /." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-09252006-095205/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Jeffery S. Ashby, committee chair; Kenneth B. Matheny, Greg Brack, T. Chris Oshima,committee members. Electronic text (86 p.) : digital PDF file. Description based on contents viewed June 14, 2007. Includes bibliographical references (p. 68-75).

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Aguirre, Marco Antonio. "First-Generation Latinos at Pacific Northwest University: Their Adjustment and Experience during Freshman Year." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1025.

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This thesis details the lived experiences of ten first-generation Latino students at a large public university in the Pacific Northwest. Their experience and adjustment reveal that they relied on their friends and family, especially their parents for the male participants, for support and encouragement. The help these students received in the form of caring and social capital from faculty and staff during their freshman year ensured that they made a successful adjustment to college. Participants cite influential people and programs that motivated them to succeed and become comfortable in the college student role.

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Xiong, Zhao Ning. "Cross-cultural adaptation and academic performance : overseas Chinese students on an international foundation course at a British university." Thesis, University of Bedfordshire, 2005. http://hdl.handle.net/10547/287381.

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The aim of the present research study was to examine the cross-cultural adaptation experiences of overseas Chinese students studying on an International Foundation Course (hereafter IFC) at Luton University, in an attempt to: 1) gain a better understanding of the sociocultural adjustment difficulties and psychological adjustment problems experienced by the Chinese students and their perceived importance in adapting to sociocultural events in the new environment; 2) to examine factors that are related to the students' sociocultural adjustment, psychological adjustment and academic performance; 3) to explore the strategies used by the students for handling obstacles; 4) to integrate research perspectives from different fields (e.g. cultural adaptation, international education), and to re-assess current theoretical models in the light of this. To gain new insights into the dynamic and multi-dimensional nature of cross-cultural adaptation, this two-phase, sequential mixed method study was designed firstly to obtain quantitative results from a sample of the IFe Chinese students and then to follow up a few of the students and their teachers to explore those results in greater depth. In the first phase, a total of 126 of the students participated in the cross-cultural adaptation survey. In the second phase, twenty of the respondents of the earlier survey and seven of the IFC teachers were invited for a semi-structured in-depth interview. Results of the survey indicated that the IFC respondents regarded themselves as having "slight to moderate difficulty" in coping with the new culture, more specifically, interactions with people of other nationalities were perceived as more difficult than the academic demands, which in turn were seen as more difficult than daily life demands. With regard to psychological adjustment, most of the IFC students did not have clinical depression symptoms. Psychological adjustment was found to affect academic performance (measured by GPA). An examination of the students' GPA showed that more than half of the students had a GPA in the 'bare pass' category and half of the respondents had negative perceptions of the university, many of whom regarded the university to be worse than they expected. Results of the in-depth interviews from the students and teachers corroborated and added some further insights to the findings of the survey. After discussing the empirical findings in relation to the relevant theories and research studies, a number of recommendations are offered respectively for international students, for staff working with international students and for university authorities.

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Chidzonga, Midion Mapfumo. "Transition from high school to university : perspectives of first year students at the University of Zimbabwe College of Health Sciences." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95892.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Introduction: Literature shows that the transition from high school to university is fraught with challenges and that there is need to appreciate these challenges from the students’ perspectives and devise ways of assisting the students navigate them smoothly. - Aim: To explore the perspectives of first year students at the University of Zimbabwe, College of Health Sciences (UZCHS) regarding their transition from high school to the UZCHS and propose possible ways to manage the transition phase based on the students’ perspectives. - Objectives : The objectives of this study were to determine the students’ perspectives with regards to various factors that are known to affect the transition from high school to university. - Design: An evaluative research study design was adopted using a mixed method research approach sequentially applying a quantitative and qualitative method. - Method: Four hundred and eighty six (486) self-administered survey questionnaires with 23 closeended questions were distributed to all first year students in the UZCHS. Only 16 questions were analysed for purposes of this research project. A total of 49 interviews were conducted for the in-depth structured questions interview on a randomly selected group of students from each of the programmes. - Results : The response rate was 51% (246/486) ; 81.4% of students were in the 19 to 20 years age group; 52% males and 48% females; 44.4% of the students were enrolled in the MBChB programme. The major challenges faced by the students were the heavy workload; poor counselling services; sticking to timetables; using the library; poor teacher-student relationships; poor sense of belonging; living with a diverse population Frustrations at the UZCHS were identified as arising from academic issues: examinations marks; poor facilities; inadequate high school preparation for university grades and poor feedback. Students’ financing at university was also of concern to the students. The students found the orientation week most useful. The motivation for joining the UZCHS was for career prospects, personal desires and parental influence. Preparatory information given by the UZCHS was considered adequate but not sufficiently detailed. Factors that helped students settle in were the initial reception, orientation week, and the relationships between students, staff and lecturers. The role of parents, peers and friends in settling in was also highlighted as important. - Conclusions : The students’ perspectives on transition are similar to those reported in the literature:need for pre-university information, better accommodation, improved library facilities, improved counselling services, lengthening the orientation week, more detailed information about UZCHS before admission, improve pre-university contact with students ,reduced workload in order to accommodate extra-curricular social life. Students’ preparation for life and learning at university should start during high school.
AFRIKAANSE OPSOMMING: Inleiding: Uit die literatuur is ditbaieduidelikdat die oorgang van studentevanaf die skoolnauniversiteitbaieuitdagend is. Daar is derhalwe ‘n behoeftedathierdieuitdagingsvanuit die perspektiewe van die studentebeskou word in ‘n poging om hulle op die meeseffektiewemanierteondersteunentebegelei. - Doelstelling: Die doel van hierdie studie is om die perspektiewe van eerstejaarstudente aan die Universiteit van Zimbabwe se Fakulteit Gesondheidswetenskappe (UZCHS) te ondersoek wat betref die oorgang van hoërskool na die UZCHS, en wyses voor te stel om die oorgangsfase te bestuur, gebaseer op die studente se perspektiewe. - Doelwit: Die doelwitte van hierdie studie was om te bepaal wat die studente se perspektiewe was oor die verskeie welbekende problematiese faktore teenwoordig in die oorgang van skool na universiteit. - Ontwerp: ŉ Evaluerende navorsingsontwerp is onderneem deur ŉ gemengde navorsingsmetode te volg. Dit is opeenvolgend deur ŉ kwantitatiewe en kwalitatiewe metode toegepas. - Metode: ŉ Self-administrerende vraelysopname met 23 geslote vrae is ewekansig toegepas en versprei aan vierhonderd ses- en tagtig (486) studente van die UZCHS. Slegs 16 vrae is vir die doeleindes van hierdie studie geanaliseer. ŉ Onderhoud met in-diepte gestruktureerde vrae is ook gevoer met ŉ ewekansig geselekteerde groep studente (49) van elk van die programme wat aangebied word by die UZCHS. - Resultate: Die responskoers was 51% (246/486); 81.4% van die studente was in die ouderdomsgroep 19 tot 20 jaar; 52% was manlik en 48% vroulik; 44.4% van die studente was geregistreer vir die MBChB program. Die uitdagings deur die studente ervaar was onder andere die swaar werklading, swak studente-ondersteuningsdienste, om by te bly by die rooster, die gebruik van die biblioteek, swak dosent-student verhouding, ŉ swak gevoel van behoort aan, en om deel te wees van ŉ diverse samelewing. Frustrasies by die UZCHS het hul oorsprong gehad by akademiese kwessies: eksamenpunte; uitslae en swak terugvoering. Studente-finansiering aan die universiteit was ook ŉ bron van kommer by studente. Studente het die oriëntasieweek die nuttigste gevind. Die motivering om aan te sluit by die UZCHS het verband gehou met loopbaanvooruitsigte, persoonlike behoeftes en ouer-invloed. Voorbereidende inligting verskaf deur die UZCHS is beskou is voldoende maar sonder genoeg besonderhede. Faktore wat studente gehelp het om tuis te voel was die aanvanklike ontvangs, oriëntasieweek, en die verhoudings tussen studente, personeel en lektore. Die rol van ouers, portuurgroep en vriende om hulle te laat tuis voel, is aangedui as belangrik. - Gevolgtrekkings: Die studente se perspektiewe op oorgang is soortgelyk aan dié wat in die literatuur gerapporteer word. Daar is ŉ behoefte aan beter studentebehuising en biblioteekfasiliteite en studente-ondersteuningsdienste, en meer gedetailleerde informasie oor die UZCHS voor toelating. Studente glo ook dat die oriëntasie week verleng moet word en dat die werklading verminder moet word om hul buitemuurse sosiale lewe te akkommodeer. Studente se voorbereiding vir die studentelewe en universiteitstudies behoort reeds op hoërskool te begin.

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Abdel, Razek Abdel Nasser A. H. "An Exploration of the Case of Saudi Students' Engagement, Success and Self-Efficacy at a Mid-Western American University." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1337282450.

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Tohyama, Natsuko. "Reverse Culture Shock and Romantic Relationships in College Students Reentering After Study Abroad." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206387236.

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Kincer, Karen Kay Dunkley. "Factors that influence adjustment to postsecondary institutions as perceived by students with learning disabilities in Virginia." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135210/.

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Vance, Jeffrey Michael. "Self-definition and College Adaptation in Students From the Ronald E. McNair Postbaccalaureate Achievement Program." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822821/.

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While a great deal of psychological research is conducted on college students, less has been done on their adaptation to college. These young adults, as they develop ego identity and differentiate themselves from parents and families, must adjust to the social and academic environment of college. Psychosocial adjustment predicts college retention better than academic predictors do. First generation college students face greater than typical challenges adapting to college. The Ronald E. McNair Post-Baccalaureate Achievement Program exists to aid first generation, lower income undergraduate student who wish to pursue a doctoral degree. Self-definition scored from thematic apperceptive technique stories reflects an individual’s relative freedom from social role constraint. This study examined the role of self-definition and familial understanding and acceptance in this population as predictors of successful adaptation to college. While neither was found to be a significant predictor, family understanding and acceptance was found to be a more defining characteristic of this sample than was self-definition. This suggests that when social support is sufficient, individuals do not need to rely on self-definition.

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Tilton, Shane. "First Year Students in a Foreign Fabric: A Triangulation Study on Facebook as a Method of Coping/Adjustment." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1353355509.

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Crawford, Dana Elaine. "Black Students’ Risk for Dropout at a Predominantly White Institution: The Role of Adjustment & Minority Status Stress." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1250535973.

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Lin, Chia Hsun. "The relationship of racial identity, psychological adjustment, and social capital, and their effects on academic outcomes of Taiwanese aboriginal five-year junior college students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6083/.

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The study was conducted during November and December 2006, and the participants were Taiwanese aboriginal students at five-year junior colleges in Taiwan. Five hundred students from twenty junior colleges were recruited, and completed data for 226 students were analyzed. The data were collected by scoring the responses on six instruments which measured Taiwanese aboriginal junior college students' potential social capital, racial identity development, academic outcome (expected grade) and their psychological adjustment (stress, social support, self-esteem, and academic engagement). The instruments were designed to gather information on the following: (a) potential social capital scale; (b) multigroup ethnic identity measure; (c) racial identity attitude scale; (d) perceived stress scales; (e) self-esteem scale; (f) social support scale; (g) academic engagement scale; (h) academic outcome (expected grade). This quantitative design used SPSS 12 to analyze the data. Independent t-tests, Pearson correlation coefficient, regression model, ANOVA, ANCOVA were applied in the study. Results from this study indicate racial identity affects academic outcome with the covariate of psychological adjustment. This finding contradicts previous research that racial identity cannot affect students' psychological adjustment and academic achievement in higher education. For social capital, the study provides encouraging evidence that social capital is directly, significantly correlated with academic outcomes and that students with broader social networks develop better academic outcomes. Further, when students encounter challenges and conflicts, the broader social network assets are covariates with the positive psychological adjustment to lead to the greater academic outcomes. For racial identity, a higher perception of racial identity does not directly affect academic outcome in this research. This conforms to previous research that racial identity does not have much influence on Taiwanese aboriginal college students to fit in the Han dominant academic environment.

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Marshall, Craig Lithgow. "Mormon student religiosity and higher education." Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/11281/.

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This study examines the religiosity of Mormon college students in Britain and its relationship with higher education and their church. Past research has demonstrated a negative association between the level and length of education and religiosity. However, many American studies identify in Mormon students an exception to this general trend. The initial hypothesis to be tested is that British Mormons will show the same resistance to the secularizing influence of higher education as their American counterparts, despite an apparently less favourable social environment. A further proposal is that various agencies of Church support, particularly the Institutes of Religion, are an important element in sustaining religious commitment. Research methods include questionnaire surveys of students, Church administrators and Institute instructors. Religiosity scales are developed from the student questionnaire through factor analysis, utilizing procedures developed in America. Differences between the British and American scales underline the complex nature of religiosity and reflect the generally contradictory and inconclusive character of wider research in this field. The scales are used to measure student religiosity and correlations with other variables are calculated. Results confirm that for Mormon students in Britain there is no significant association between years of higher education and religiosity. Associations are demonstrated between religiosity and various Church agencies, including Institute, thus supporting the second hypothesis; however the dependency in several relationships is problematic and the influence of these agencies is not conclusive. This result stimulated a consideration of other areas of belief and practice likely to be important; characteristics of LDS faith are identified which may be significant for the resilience of Mormon religiosity.

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Korkmaz, Ali. "Does student engagement matter to student success?" [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3290756.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007.
Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4674. Advisers: Barbara A. Bichelmeyer; Ginette Delandshere. Title from dissertation home page (viewed May 22, 2008).

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Queen, Ashleigh Everhardt. "Transfer Student Faculty Academic Advising: Understanding Student Perspectives." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091549.

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The purpose of this study was to understand the perceptions of academic advising held by junior and senior transfer students who have declared a major within the STEM programs at a small, highly selective, public institution in the Mid-Atlantic Region. A phenomenological case study of Small University was utilized to understand the perception and socially constructed reality and knowledge that vertical and lateral transfer students build through interactions with a faculty academic advisor. Interviews were conducted with a diverse population of 20 junior and senior transfer students who have declared their major in one of the eight STEM departments at Small University. Overall, students experienced difficulties once on campus in terms of navigating the institution and obtaining the courses needed in a timely manner. The majority of participants did not work closely with their advisor and therefore needed to find supports and resources on their own. Modification of faculty advising away from a prescriptive model towards a developmental or proactive model may serve to prevent negative outcomes for transfer students during the transition into a new institution.

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Griffith, Sunday Dawn. "Using the National Survey of Student Engagement as a Tool to Determine Influences of Overall Student Satisfaction with the College Experience and Help Define Student-Centeredness." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321542752.

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Keblawi, Amal, Isak Johansson, and Dennis Svensson. "Student satisfaction in a higher education context." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11165.

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Purpose - The purpose of this study is to find out to what extent the business administration students of Kristianstad University feel satisfaction in regard to service quality. Also, we want to find out if the impact of positive news about the university affects the students’ level of satisfaction. Approach/methodology - In order to be able to answer these questions, a quantitative research was conducted. Additionally, we used a 7-point Likert scale to measure the students’ opinions. Findings - The study found that the students were satisfied with the university, despite a negative service quality-gap. Furthermore, service quality only affected customer satisfaction to a small degree. Also, we found a positive relation between the impact of positive news and the level of satisfaction amongst the students. Research limitations/implications - The University may look at this paper’s findings and use them to realize its strengths and weaknesses. Future research may be conducted to find out if other factors have greater impact on customer satisfaction than service quality does. Originality – This study is unique in the sense that it investigates the service quality-gap in a higher education context. Also, the study brings new knowledge of the impact of positive news on customer satisfaction. Social implications - Hopefully, the impact of this study will increase the public’s insight of Kristianstad University. A study similar to this one is useful to any organization in the world, in order to establish the level of satisfaction from time to time.

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Jiao, Junhui. "Student aid policy of Chinese higher education /." Oslo : Pedagogisk forskningsinstitutt, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/72091/Thesis-JunhuixJiao.pdf.

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Rattananuntapat, Malinee. "Student financial support in Thai higher education." Master's thesis, Universidade de Aveiro, 2008. http://hdl.handle.net/10773/3376.

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Mestrado em Ensino Superior
Este estudo procura analisar as percepções dos administradores de acção social em relação às políticas de apoio financeiro aos alunos, nomeadamente: “Government Scholarship Schemes, Student Loan Fund Schema (SLF) e Income Contingent Loan Scheme (ICL)”. Estes sistemas são providenciados aos alunos de formação inicial através das instituições de ensino superior. Foi elaborado e administrado um questionário a todos os administradores cujos dados foram submetidos a análise quantitativa e qualitativa. Dos 141 questionários distribuídos 73 foram devolvidos o que representa uma taxa de resposta de 52%. Os dados revelam a existência de um forte consenso nos administradores relativamente aos assuntos em análise. Em geral, os administradores reconhecem a importância das políticas e os seus efeitos na sociedade, no sistema e nas instituições. A análise revela a existência de percepções positivas em relação aos resultados das políticas e desejos para melhorar a concepção administrativa. Os sistemas de apoio aos alunos foram percepcionados como possuindo papéis e características distintas. Entre estes, o SLF é percepcionado como o mais adequado para o sistema de ensino superior Tailandês, enquanto o ICL corresponde ao que tem níveis menos satisfatórios para estes administradores. As percepções dos administradores foram reveladas tanto com base em questões fechadas como abertas tratadas com base em análise quantitativa e qualitativa. ABSTRACT: This study explores the perceptions of student affair administrators concerning the role of three student financial support policies consisting of: Government Scholarship schemes, Student Loan Fund scheme (SLF), and Income Contingent Loan scheme (ICL) which Thai government provided for undergraduate students and their implementation in the higher education institutions. A survey instrument was developed and administered for quantitative and qualitative analysis. 73 of the possible 141 surveys distributed were returned for an overall response rate of 52%. The findings in this study revealed that a general consensus exists among the student affair administrators. In general, the administrators realized the importance of the policies and their effect on the society, the higher education system and its institutions. The analyses showed positive perceptions on the outcomes of the policies and desired for improvement on the policies administration. Each student support policy had its own distinctive roles and characteristics. Among these, the SLF was chosen to be the most suitable policy for the Thai higher education system. While most administrators revealed that they were not quite satisfied with the ICL policy. Their similar perceptions were shown in both numerical responses (rating) and findings from open questions.

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Ribeiro, Sandra Patrícia Marques. "Digital storytelling: student ID in higher education." Doctoral thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/13141.

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Doutoramento em Multimédia em Educação
Identity achievement is related to personality, as well as cognitive and interpersonal development. In tandem with the deep structural changes that have taken place in society, education must also shift towards a teaching approach focused on learning and the overall development of the student. The integration of technology may be the drive to foster the needed changes. We draw on the literature of multiple subject areas as basis for our work, namely: identity construction and self-representation, within a psychological and social standpoint; Higher Education (HE) in Portugal after Bologna, college student development and other intrinsic relationships, namely the role of emotions and interpersonal relationships in the learning process; the technological evolution of storytelling towards Digital Storytelling (DS) – the Californian model – and its connections to identity and education. Ultimately we propose DS as the aggregator capable of humanizing HE while developing essential skills and competences. Grounded on an interpretative/constructivist paradigm, we implemented a qualitative case study to explore DS in HE. In three attempts to collect student data, we gathered detailed observation notes from two Story Circles; twelve student written reflections; fourteen Digital Stories and detailed observation notes from one Story Show. We carried out three focus groups with teachers where we discussed their perceptions of each student prior to and after watching the Digital Stories, in addition to their opinion on DS in HE as a teaching and learning method and its influence on interpersonal relationships. We sought understandings of the integration of DS to analyze student selfperception and self-representation in HE contexts and intersected our findings with teachers’ perceptions of their students. We compared teachers’ and students’ perspectives, through the analysis of data collected throughout the DS process – Story Circle, Story Creation and Story Show – and triangulated that information with the students’ personal reflections and teacher perceptions. Finally we questioned if and how DS may influence teachers’ perceptions of students. We found participants to be the ultimate gatekeepers in our study. Very few students and teachers voluntarily came forth to take part in the study, confirming the challenge remains in getting participants to see the value and understand the academic rigor of DS. Despite this reluctance, DS proved to be an asset for teachers and students directly and indirectly involved in the study. DS challenges HE contexts, namely teacher established perception of students; student’s own expectations regarding learning in HE; the emotional realm, the private vs. public dichotomy and the shift in educational roles.
A identidade está relacionada com a personalidade assim como com desenvolvimento cognitivo e interpessoal. Com as profundas mudanças estruturais que ocorrem na sociedade, a educação vê-se confrontada com um novo paradigma, onde se prima por uma abordagem centrada na aprendizagem e no desenvolvimento global do aluno. A integração da tecnologia pode ser impulsionadora das mudanças necessárias. Baseamos a nossa investigação na literatura de várias áreas de estudo, a saber: a construção da identidade e auto-representação, numa perspetiva psicológica e social; o Ensino Superior (ES) em Portugal e as mudanças advindas do Processo de Bolonha; o desenvolvimento do aluno universitário e outras relações intrínsecas, nomeadamente, o papel das emoções e relações interpessoais no processo de aprendizagem; e a evolução tecnológica que permitiu a evolução storytelling para Digital Storytelling (DS) – o modelo Californiano – e as ligações com a identidade e educação. Em última análise, propomos o DS como elemento agregador, capaz de humanizar o ES aquando do desenvolvimento de aptidões e competências dos alunos. Partindo de um paradigma interpretativo/construtivista, implementámos um estudo de caso qualitativo para explorar o DS no ES. Nas três tentativas de recolher dados junto dos alunos, reunimos notas de campo, doze reflexões escritas pelos alunos, e catorze histórias digitais. Realizámos três grupos de discussão (focus groups) com professores, com os quais discutimos as suas percepções em relação a cada aluno antes e depois de verem as histórias digitais. Discutimos ainda o DS no ES, como um método de ensino e aprendizagem e a sua influência nas relações interpessoais. Procurámos compreender a integração do DS para analisar as auto-percepções e autorepresentação dos estudantes no ES e cruzámos os resultados com as percepções dos professores. Concluímos que os participantes são as peças chave do estudo. Poucos alunos e professores participaram voluntariamente, confirmando que o desafio persiste, que há percepções erradas no que concerne o valor e o rigor académico no processo de DS. Apesar desta relutância, o DS provou ser uma mais-valia para professores e alunos, directa e indirectamente envolvidos no estudo. DS desafia os contextos de ES: a percepção que o professor tem do aluno; as próprias expectativas do aluno em relação à aprendizagem no ES; o papel da emoção, a dicotomia privado versus público e a mudança nos papéis exigidos quer a professores, quer a alunos.

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Kastern, Amanda A. "Loan Awarding Practices and Student Demographic Variables as Predictors of Law Student Borrowing." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680714.

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Abstract of Dissertation Loan Awarding Practices and Student Demographic Variables as Predictors of Law Student Borrowing This study examined the effect of institutional loan awarding practices and student demographic characteristics on law student borrowing, in order to contribute to our understanding of student borrowing decisions. Behavioral economic concepts like framing and status quo bias suggest that decisions about borrowing may not be made using a rational cost-benefit analysis alone, as traditional economic theory suggests, but may also be influenced by the loan amount that an institution initially awards a student. The amount initially awarded represents the status quo, which, for a variety of possible reasons, the student may be inclined to accept, even if he is eligible to borrow more.

Using three years of student borrowing data from a law school, multiple regression analysis was performed to determine the effect of initial loan amount offered and 15 additional independent variables on loan amount borrowed. The law school data provided a unique opportunity to study student loan borrowing decisions because the institution followed two different loan awarding practices in the three academic years for which data was obtained. This provided a quasi-experimental environment in which to study the effect of initial loan amount awarded on loan amount borrowed.

Altogether, the model explained nearly half of the variance in loan amount borrowed and initial loan amount offered explained 5.4 percent of the variance in loan amount borrowed holding all other variables in the model constant. In addition to initial loan amount offered, the following variables were also found to be statistically significant predictors of loan amount borrowed: Asian race, age, being married, Expected Family Contribution, cost of attendance, class level, student status, total credits, and total non-loan aid. It was also found that there was no statistically significant difference in the relation between initial loan amount offered and loan amount borrowed in 2008-2009 and 2009-2010, under the old awarding practice, as compared with 2010-2011, when a new awarding practice was in place. This suggests that students responded similarly to the initial loan amount offered, or the status quo amount, under both the old and new awarding practices.

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Brouard, Raynald C. "The relationship between student characteristics, computer literacy,technology acceptance, and distance education student satisfaction." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1814.

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The purpose of this study is to identify the relationship between the characteristics of distance education students, their computer literacy and technology acceptance and distance education course satisfaction. The theoretical framework for this study will apply Rogers and Havelock's Innovation, Diffusion & Utilization theories to distance education. It is hypothesized that technology acceptance and computer competency will influence the student course satisfaction and explain the decision to adopt or reject distance education curriculum and technology. Distance education delivery, Institutional Support, Convenience, Interactivity and five distance education technologies were studied. The data were collected by a survey questionnaire sent to four Florida universities. Three hundred and nineteen and students returned the questionnaire. A factor and regression analysis on three measure of satisfaction revealed significant difference between the three main factors related to the overall satisfaction of distance education students and their adoption of distance education technology as medium of learning. Computer literacy is significantly related to greater overall student satisfaction. However, when competing with other factors such as delivery, support, interactivity, and convenience, computer literacy is not significant. Results indicate that age and status are the only two student characteristics to be significant. Distance education technology acceptance is positively related to higher overall satisfaction. Innovativeness is also positively related to student overall satisfaction. Finally, the technology used relates positively to greater satisfaction levels within the educational experience. Additional research questions were investigated and provided insights into the innovation decision process.

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Abu-Ghazaleh, Nabil Shukri. "Effects of student body racial and ethnic demographics on community college student persistence| A correlational inferential study." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3582091.

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A correlational inferential study of diverse urban community colleges found student engagement and persistence to be influenced by student body racial and ethnic demographics. An omnibus methodology was devised to quantify persistence of students with multifarious goals, allowing existing data about the student outcomes to be examined over the long term, inclusive of full-time and part-time students and those who stop out and return. This study adds to the understanding of peer groups as viewed in college impact models and recommends practices to improve student success.

Among the major findings of the study, student body diversity was found to promote student persistence. Student race or ethnicity was also found to affect persistence contingent upon student body racial and ethnic composition. Asian student persistence did not appear to be affected by the racial and ethnic composition of the colleges they attended. White students experienced a positive effect on persistence at colleges with no predominant population. Hispanic students experienced the greatest negative effect on persistence among all groups when they attended predominantly Hispanic colleges. Black students experienced less negative effects than Hispanics at institutions with predominant populations of Black or Hispanic students than they did when attending colleges with no predominant population.

Student academic preparation and access to financial aid were confirmed as consistent predictors of student persistence. The larger effects of background characteristics and preparation on persistence recommend a greater emphasis on active engagement with students to increase college effects on student persistence.

Racial and ethnic student body demographics did not affect student engagement patterns as strongly as they affected persistence. Higher percentages of Black or Hispanic students in college predicted modest increases in engagement while the percentage of Asian students did not predict engagement. Small differences between the ways in which Asian, Black, Hispanic, and White students engaged were also identified.

The evidence of effects on student outcomes at predominantly minority community colleges necessitates greater understanding of social normative systems to update theoretical models developed for predominantly White four-year institutions. The findings recommend developing educational practices that are sensitive to specific student populations, while also recommending better understanding of within-group differences.

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Fitzpatrick, Julie A. "Doctoral Student Persistence in Non-Traditional Cohort Programs| Examining Educationally-Related Peer Relationships, Students' Understanding of Faculty Expectations, and Student Characteristics." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594664.

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Abstract:

The purpose of this study is to examine the influence of educationally-related peer relationships, students’ understanding of faculty expectations, and student characteristics on the persistence of doctoral students in non-traditional, residential, cohort programs in educational leadership. Drawing on the concepts of academic and social integration (Tinto, 1975, 1993) and role ambiguity (Rizzo, House, & Lirtzman, 1970), this correlational, cross-sectional study used a quantitative survey instrument to examine students’ perceptions of their doctoral program experiences.

Scales were drawn from four existing instruments to measure students’ relationships with peers and students’ understanding of faculty expectations. In addition, demographic questions that are typical to persistence studies were included to measure student characteristics. Participants chose to respond to the survey either online or via postal mail. A total of 243 participants responded to the survey, yielding a 54.73% response rate.

Hierarchical logistic regression was used to answer each of the research questions. Gender, educationally-related peer relationships, and students’ understanding of faculty expectations increased the odds of persistence of doctoral students in educational leadership cohort programs. The influence of race, marital or domestic partner status, and the number of dependents varied based on the program of study that was examined. Age and employment did not influence the persistence of doctoral students. Peer relationships were recognized for being more assistive in achieving persistence than was previously understood. Therefore, the results of this study may help to refine theory on doctoral student persistence as it pertains to peer relationships. Students with a clear understanding of faculty expectations were more likely to persist than students who were uncertain about faculty expectations. This outcome was expected given the critical role that faculty play in clarifying students’ responsibilities and helping them navigate their graduate programs. Several recommendations were offered to administrators to assist them in developing environments that foster collaborative relationships among students and accessible relationships between students and faculty.

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Dissertations / Theses on the topic 'Student adjustment – Education (Higher)'

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