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Journal of College Student Retention: Research, Theory & Practice最新文献

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Learning From Success Stories of Hmong Graduates: Overcoming Challenges and Fostering a Sense of Belonging on College Campuses 从苗族毕业生的成功故事中学习:克服挑战,培养大学校园归属感
Pub Date : 2023-12-21 DOI: 10.1177/15210251231219950
Chue Vang, Alfred R. Schademan
Considering the positive association of a sense of belonging to educational outcomes and lack of Hmong American educational research, this study sought to explore their success stories, sense of belonging, and challenges they surmounted to complete college. Participants identified as Hmong, were 18 years or older, and obtained their bachelor's degree between 2020 and 2022 from a California State University or University of California. The research employed a sequential mixed methods design that included a survey and follow-up interviews. Utilizing grounded theoretical and constant comparative analysis, four interrelated domains of student support that helped to improve Hmong student retention and completion were found: self, relationships, academic and nonacademic. We call this a dynamic, ecological model of support. For successful students, as one domain lacked support, other domain(s) offered increased levels to compensate, increasing the likelihood of retention and completion. Implications for institutions of higher education are discussed.
考虑到归属感与教育成果之间的积极联系,以及美国苗族教育研究的缺乏,本研究试图探索他们的成功故事、归属感以及他们为完成大学学业所克服的挑战。参与者均为苗族,年满 18 岁,于 2020 年至 2022 年期间在加州州立大学或加州大学获得学士学位。研究采用了一种顺序混合方法设计,包括调查和后续访谈。利用基础理论和恒定比较分析,我们发现四个相互关联的学生支持领域有助于提高苗族学生的保留率和毕业率:自我、人际关系、学术和非学术。我们称之为动态生态支持模式。对于成功的学生来说,当一个领域缺乏支持时,其他领域就会提供更多的支持以弥补不足,从而提高学生保留学籍和完成学业的可能性。本文还讨论了对高等教育机构的影响。
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引用次数: 0
Development of a Brief College Embeddedness Scale 编制大学嵌入度简易量表
Pub Date : 2023-12-19 DOI: 10.1177/15210251231217094
James P. Donnelly, Kristin E. Finn, Andrew D. Stewart
Embeddedness is a construct with potential explanatory power in studies of student persistence, retention, and success. The goal of this study was to address a need for a brief embeddedness measure for use in small college undergraduate environments. Three measures of embeddedness were developed: an initial 43-item scale, a reduced 35-item scale, and a final brief 12-item version of the scale. A total of 450 undergraduate students at a small private liberal arts college were included in the study. Internal consistency reliability was assessed with both McDonald's omega and Cronbach's alpha, test–retest reliability was observed over a one-year period, factor analysis was used in item analysis, structural validity was examined with confirmatory factor analysis, and criterion-related validity was assessed with convergent and discriminant validity correlations. The results provide acceptable initial estimates of reliability and validity.
在对学生的坚持、保留和成功的研究中,嵌入性是一个具有潜在解释力的概念。本研究的目的是满足小型大学本科生对简短嵌入度测量的需求。本研究开发了三种嵌入度测量方法:最初的 43 个项目量表、缩减后的 35 个项目量表以及最终的 12 个项目简表。共有 450 名私立小型文理学院的本科生参与了这项研究。内部一致性信度用麦克唐纳欧米茄和克朗巴赫α进行评估,测试-再测信度观察期为一年,因子分析用于项目分析,结构效度用确认性因子分析进行检验,标准相关效度用收敛效度和判别效度相关性进行评估。结果提供了可接受的信度和效度初步估计。
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引用次数: 0
Classroom Connections: A Social Network Analysis of STEM Students at a Regional University 课堂联系:一所地区大学 STEM 学生的社交网络分析
Pub Date : 2023-12-17 DOI: 10.1177/15210251231215787
Laura R. Ramsey, Wanchunzi Yu, Thomas Kling, Audrey Kling
Previous research has established that peer relationships are important for student success, yet little research has examined connections made in the classroom, as opposed to residence life or extracurricular activities. This project utilized social network analysis in two cohorts of science and mathematics majors to investigate the degree to which students take multiple courses with the same peers. Results showed (1) wide variability in student networks, (2) course selection by students included more repeated connections than random course selection, (3) networks did not vary much by demographic variables (gender, race, first-generation status, and income), and (4) student networks significantly predicted graduation and grades. This correlational research provides a foundation for future experimental research testing the causal impact of classroom-based student networks. This research also serves as a model for how other institutions may analyze institutional data to understand patterns of peer connections and course enrollment at their institution.
以往的研究表明,同学关系对学生的成功非常重要,但很少有研究对课堂上的同学关系,而不是宿舍生活或课外活动中的同学关系进行研究。本项目利用社会网络分析,对理科和数学专业的两批学生进行了调查,以了解学生在多门课程中与相同同伴的关系。结果显示:(1) 学生网络的差异很大;(2) 与随机选课相比,学生的选课包括更多的重复联系;(3) 网络与人口统计学变量(性别、种族、第一代身份和收入)的差异不大;(4) 学生网络对毕业和成绩有显著的预测作用。这项相关研究为今后的实验研究奠定了基础,以检验基于课堂的学生网络的因果影响。这项研究也为其他院校分析院校数据以了解其院校的同学关系和选课模式提供了范本。
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引用次数: 0
Advancing Equity and Opportunities for STEM Students From Low-Income Backgrounds: Evaluating the Impact of a Collaborative Support Program on Academic Outcomes 促进来自低收入背景的 STEM 学生的公平和机会:评估合作支持计划对学术成果的影响
Pub Date : 2023-12-15 DOI: 10.1177/15210251231218268
Alex A. Ajayi, Krista M. Soria, Rebekah Dupont, Keisha Varma
This study examined the impact of a National Science Foundation-funded support program for academically promising STEM students from low-income backgrounds. The program operates as a collaborative consortium, bringing together three public community colleges and one private university, to support the retention and graduation of program scholars. Using propensity score matching, we compared 169 program scholars to 169 matched non-scholars with similar demographic, academic, and financial characteristics ( Mage = 24.82 years; 41% female; 60% students of color). Participation in the program was associated with favorable academic outcomes, with large to moderate effect sizes. Specifically, program scholars had significantly higher cumulative and STEM-specific grade point averages than their non-scholar counterparts. They also completed significantly more STEM courses and were less likely to withdraw from college than non-scholars. These findings underscore the potential of comprehensive and equity-oriented approaches to STEM education in facilitating academic success for STEM students, particularly those from low-income backgrounds.
本研究考察了美国国家科学基金会资助的一项支持计划对来自低收入背景、在学术上有前途的 STEM 学生的影响。该项目以合作联盟的形式运作,联合了三所公立社区学院和一所私立大学,为项目学者的留校和毕业提供支持。利用倾向得分匹配法,我们将 169 名项目学者与 169 名具有相似人口、学术和财务特征的匹配非学者进行了比较(年龄 = 24.82 岁;41% 为女性;60% 为有色人种学生)。参与该计划与良好的学业成绩相关,并具有大到中等的效应大小。具体来说,项目学者的累积平均成绩和 STEM 专项平均成绩明显高于非学者。与非学者相比,他们完成的 STEM 课程也明显更多,退学的可能性也更小。这些发现强调了以公平为导向的 STEM 综合教育方法在促进 STEM 学生,尤其是低收入背景的学生学业成功方面的潜力。
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引用次数: 0
Reading Matters in Supporting Students: The Role of Complex Literacy Tasks in Academic Success 阅读在帮助学生中的重要性:复杂读写任务在学业成功中的作用
Pub Date : 2023-11-23 DOI: 10.1177/15210251231214557
Jodi P. Lampi, Sonya L. Armstrong, Amani Talwar, Joseph P. Magliano
The goals of this study were to understand whether foundational or complex literacy skills predict performance in the course and subsequent early college success. The course emphasizes the preparation of students’ readiness to strategically and contextually engage in discipline-specific courses and practices. Students in a reading and study strategies course were administered assessments of proficiencies in the foundational skills of reading and complex literacy skills. The findings suggest that complex literacy skills, such as those foregrounded in this course, correlated with student success (as measured by the cumulative GPA) for the subsequent three semesters. A major implication of this study is that successful college reading requires the ability to engage in complex, strategic, and contextualized tasks appropriate to the specific reading tasks at hand. Colleges may benefit from providing these spaces and structures for students to learn these contextualized literacy skills.
本研究的目标是了解基础性识字能力或复杂性识字能力是否能预测学生在课程中的表现以及随后在大学早期的成功。该课程强调为学生做好准备,使他们能够有策略、有背景地参与特定学科的课程和实践。对阅读和学习策略课程的学生进行了阅读基础技能和复杂读写技能的能力评估。研究结果表明,复杂读写能力(如本课程中强调的读写能力)与学生在随后三个学期的成功(以累计平均学分绩点衡量)息息相关。本研究的一个重要意义在于,成功的大学阅读需要有能力参与复杂的、策略性的和情境化的任务,以适应手头的具体阅读任务。为学生提供学习这些情境化读写技能的空间和结构,可能会使大学受益匪浅。
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引用次数: 0
Pulse Survey Approach: Immediate, Actionable Data to Promote Student Success 脉搏调查法:促进学生成功的即时可行数据
Pub Date : 2023-11-22 DOI: 10.1177/15210251231212386
J. P. Biddix, Amber Williams, Sean C. Basso, Melissa A. Brown, Kelsey Kyne
Assessment data play a crucial role in facilitating informed decision-making. In the context of student affairs professionals aiming to empirically demonstrate the significance of connection, belonging, and wellness within a holistic campus learning environment, the need for formative data is becoming increasingly valuable. The article outlines standard characteristics that define the format and principles of pulse surveys for data collection to establish a theoretical framework that prioritizes student needs while providing actionable data to decision-makers. A pulse survey is defined and operationalized as a concise, frequent, consistent set of questions that can be efficiently distributed, answered, and analyzed to support real-time decision-making. A single-site case study is presented, drawing upon two years of data to illustrate the outcomes of a pulse-based assessment approach. The findings from this study are discussed within the context of existing literature and the theoretical framework, addressing challenges, opportunities, and implementation considerations associated with pulse surveys.
评估数据在促进知情决策方面发挥着至关重要的作用。学生事务专业人员的目标是以经验证明在一个全面的校园学习环境中联系、归属和健康的重要性,在这种背景下,对形成性数据的需求变得越来越有价值。文章概述了脉搏调查的标准特征,定义了脉搏调查的格式和数据收集原则,以建立一个理论框架,优先考虑学生的需求,同时为决策者提供可操作的数据。脉搏调查的定义和操作方法是:一组简洁、频繁、一致的问题,可以有效地分发、回答和分析,以支持实时决策。本报告介绍了一个单点案例研究,利用两年的数据说明了基于脉搏的评估方法的成果。研究结果将在现有文献和理论框架的背景下进行讨论,探讨与脉搏调查相关的挑战、机遇和实施注意事项。
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引用次数: 0
“Success Is Not Measured Through Wealth”: Expanding Visions of Success for Low-Income STEM Students "成功不是用财富衡量的":扩大低收入 STEM 学生的成功视野
Pub Date : 2023-11-22 DOI: 10.1177/15210251231213044
Sarah E. Madsen, Rachel Abouras, Nathan F. Alleman, Pacey L. Ham, Taylor Wilby
Despite ongoing disparities in Science, Technology, Engineering, and Mathematics (STEM) retention, particularly for underrepresented minority (URM) students, minimal work has considered the intersection of social class, STEM education, and student success. STEM programs serve as a popular major choice for students from low-income backgrounds. Yet, their experiences and aspirations remain under-studied. This exploratory, qualitative study sought to uncover the definitions and pursuits of success by students (21), administrators (7), faculty (4), and predictive software in a STEM access program for high-achieving students from low-income backgrounds at a selective, affluent institution. Our analysis reveals how both instrumental and intrinsic visions of success coalesced in this STEM environment, as participants envisioned, supported, and pursued not only academic completion, but also personal, familial, and theological aspirations. This work thus offers expanded, alternative visions of STEM student success, which can in turn fortify efforts to recruit and retain URM students, including those from low-income backgrounds.
尽管科学、技术、工程和数学(STEM)专业的学生,尤其是代表不足的少数族裔(URM)学生的留校率一直存在差距,但很少有研究考虑到社会阶层、STEM 教育和学生成功之间的交集。STEM 课程是低收入背景学生的热门专业选择。然而,对他们的经历和愿望的研究仍然不足。这项探索性的定性研究试图揭示学生(21 人)、管理人员(7 人)、教师(4 人)和预测软件对成功的定义和追求。我们的分析揭示了成功的工具性和内在性愿景是如何在这个 STEM 环境中凝聚起来的,因为参与者不仅设想、支持和追求学业的完成,而且还设想、支持和追求个人、家庭和神学方面的愿望。因此,这项研究为科学、技术、工程、数学和工程学专业学生的成功提供了更广阔的、可供选择的愿景,这反过来又加强了招收和留住包括低收入学生在内的统招学生的努力。
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引用次数: 0
Effects of a Summer Bridge Program on Student Grade Point Average and Retention 暑期桥梁计划对学生平均学分绩点和保留率的影响
Pub Date : 2023-11-14 DOI: 10.1177/15210251231214183
Rebecca Lee Harris, Brandon Vick
Both society- and individual-level factors serve to make persistence through one's university career more difficult, especially for students with disadvantaged financial and academic backgrounds. Using a rich dataset of students at a rural, 4-year university in Pennsylvania, we compare GPA and persistence outcomes of two groups of students in academic and financial need: those that participated in a summer bridge (SB) program and those with similar high school backgrounds that did not. Multivariate logistic regression and survival analysis are used to test for any statistical associations between SB participation and persistence while controlling for student demographic, high school background, and home area factors. Results suggest that while SB students come into college at a significant economic and academic disadvantage, they have 60% higher odds of persisting to the second semester and 71% higher odds of persisting to the second year than students in the non-SB comparison group ( p < 0.01).
社会和个人层面的因素都会增加大学生涯的坚持难度,尤其是对于经济和学术背景不佳的学生而言。利用宾夕法尼亚州一所农村四年制大学学生的丰富数据集,我们比较了两组在学业和经济上有需要的学生的 GPA 和坚持学习的结果:参加了暑期桥梁(SB)项目的学生和没有参加该项目但高中背景相似的学生。在控制学生人口、高中背景和家庭所在地区等因素的情况下,使用多变量逻辑回归和生存分析来检验参与 SB 计划与坚持学习之间是否存在任何统计学关联。结果表明,虽然小班制学生进入大学时在经济和学业上处于明显的劣势,但他们坚持到第二学期的几率比非小班制对比组的学生高出 60%,坚持到第二学年的几率比非小班制对比组的学生高出 71% (P < 0.01)。
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引用次数: 0
Students’ Voices: Self-Talk and Motivation to Complete Nursing School 学生的声音:自我对话与完成护理学校学业的动力
Pub Date : 2023-11-14 DOI: 10.1177/15210251231212642
Julie M. Fagan
Despite known challenges in nursing education and existing supports for students, the dropout rate remains high, exacerbating a continuing shortage of nurses that imperils safety and quality of healthcare systems. Scant data exists on how nursing students remain motivated to complete their education or what they tell themselves to overcome the challenges they encounter. For this study, 26 graduates from three cohorts at a small public university described the self-talk they used to stay motivated and graduate from nursing school. Using a grounded theory approach to identify themes from written narrative responses, the findings show that nursing students use self-talk to persist beyond adversities. Additionally, their self-talk themes are consistent with concepts of an existing student persistence model and a theory on self-determination. These findings represent students’ own voices to address a gap in the literature, and they may guide nurse educators to design more effective strategies to support persistence.
尽管护理教育面临着众所周知的挑战,而且现有的学生支持措施也很到位,但辍学率仍然居高不下,加剧了护士的持续短缺,危及医疗系统的安全和质量。关于护理专业学生如何保持完成学业的动力,或者他们如何告诉自己克服所遇到的挑战的数据很少。在这项研究中,来自一所小型公立大学的三届 26 名毕业生描述了他们为保持动力并从护理学校毕业而进行的自我对话。研究结果表明,护理专业学生使用自我对话来克服逆境。此外,他们的自我对话主题与现有的学生坚持模型和自我决定理论的概念一致。这些研究结果代表了学生自己的声音,弥补了文献中的空白,并可指导护士教育者设计更有效的策略来支持学生的坚持。
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引用次数: 0
期刊
Journal of College Student Retention: Research, Theory &amp; Practice
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