Browsing by Subject "Academic achievement"
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Item Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance(College & Research Libraries, 2015-07) Booth, Char; Lowe, M. Sara; Tagge, Natalie; Stone, Sean M.The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course instruction and/or syllabus and assignment design had an increasingly positive impact on student performance. A secondary indirect analysis of librarian teaching evaluations and self-perceived learning gains by students and faculty showed no correlation to rubric IL scores, suggesting the importance of “authentic” assessment in determining actual learning outcomes. This mixed-methods study presents findings in each area and examines their implications for effective IL course collaborations.Item An Empirical Test of the Dimensionality of Self-Control(2013-08-23) Tunze, Chloe Ann; Rand, Kevin L.; Cyders, Melissa A.; Rexroth, Daniel F.; Stewart, Jesse C.; Ashburn-Nardo, Leslie; Hazer, JohnMinimal attention has been devoted to examining the dimensionality of self-control. The present study tested a multidimensional model of self-control in which dimensions were based on the nature of the behavior required (i.e., persistence, initiation, cessation, or prevention). A total of 336 undergraduates completed measures of self-control and psychological well-being. Seventy-four of these participants completed behavioral self-control tasks representing the proposed subtypes. Participants’ GPAs were obtained from the Registrar. Stop self-control was inversely related to previously-validated measures of persistence (β = -.61, p = .010) and prevention (β = -.56, p = .040) self-control and demonstrated differential predictive ability of persistence and prevention compared to the other proposed subtypes. Initiation self-control was inversely related to life satisfaction (β = -.35, p = .012) and demonstrated differential predictive ability of life satisfaction compared to stop self-control. These results were interpreted with caution due to inadequate power and questionable validity of several of the behavioral self-control tasks. Both handgrip persistence (r = -.25, p = .033) and blinking prevention (r = -.29, p = .023) were associated with depression. These pairwise correlations were not significantly different from each other, suggesting that no conceptual distinction should be made between persistence and prevention self-control. Confirmatory factor analyses of self-report data revealed that items clustered based on domain rather than on type of behavior required for self-control exertion. Thus, the structure of self-control remains unclear. Limitations of the present study and implications for future research are discussed.Item Factors in African American social work student persistence(2014-07-30) Green, Jacqualyn F.; Barton, William H., 1949-; Brown, O. Gilbert; Haas, Linda; Hull, Grafton H.; Smith, Linda A.Population estimations for the year 2000 indicate an increase in poor and minorities in the United States (Loden & Rosener, 1991). In view of this growth trend, Berger (1989) suggests a need for social workers with sensitivity to such populations. The presence of minority perspectives provides a valuable contribution to service delivery (Mullen et al., 1993). Efforts to enhance student persistence in graduate schools of social work will contribute to the pool of social workers available in the next century. The purpose of this study is to determine the factors that contribute to African American student persistence in graduate schools of social work. This study applies aspects of Astin's, Tinto's and Green's theories of persistence. Astin's theory of involvement (1975) considers student investment of time in educational pursuits. Tinto's (1975) theory of departure includes background, social and academic aspects in persistence decisions. Green's (1997) theory focuses on the ability of the student to cope with racial issues (racial resilience) and the racial climate of the school (racial responsiveness). One hundred and thirty-five students from two predominantly white and two historically black universities participated in surveys administered to determine the effect of involvement, background, academic, social, resilience factors, and college type upon student persistence outcomes. Interviews held with administrative personnel at each institution provided contextual data. Correlations were used to examine the relationships among all of the variables in the study. T-Tests were conducted to compare outcomes due to university type. Multiple regressions were used to explore the relationships between significant independent variables and persistence. The findings of this study indicate that persistence outcomes of African American graduate social work students are influenced by: (a) academic performance, faculty-student relationships, (c) health, (d) the ability to deal with stress, and (e) ethnic pride (impressions of ethnic group). These findings suggest that social work programs that incorporate aggressive grade monitoring practices, provide diverse opportunities for student-faculty interaction, offer opportunities for health care, stress alternatives, and a culturally relevant curriculum, may positively influence African American student persistence.Item On-Line Quizzing and Its Effect on Student Engagement and Academic Performance(2006-10) Urtel, Mark G.; Bahamonde, Rafael E.; Mikesky, Alan E.; Udry, Eileen M.; Vessely, Jeff S.The goal of this study was to determine if on-line out-of-class quizzing would lead to increases in (a) classroom engagement (b) academic performance and (c) preparation perception of college students. Twenty-four sophomore level students enrolled in a required functional anatomy course participated in this study. Results from this study indicate that on-line quizzing had a statistically significant impact on some indicators of student classroom engagement. However, on-line quizzing had no statistically significant impact on academic performance as evidenced by test scores. Finally, student perceptions, as a result of on-line quizzing significantly improved.Item Prevention of youth health risk behaviors: the importance of context(Indiana Public Health Training Center, 2014-04-08) Snyder, Frank JA presentation regarding the research and implementation of interventions for risky youth behavior. Behaviors discussed will include substance abuse, violence, academics, health, obesity, and home environments.Item Student Success through Leadership Self-Efficacy: A Comparison of International and Domestic Students(Journal of International Students, 2016) Nguyễn, David Hòa Khoa; School of EducationThere is scarce research that examines the leadership experiences of international students on campus. Leadership capacity and efficacy are important indicators of success in higher education and are linked to important academic, career, and life benefits, such as career and leadership aspirations, work performance, the ability to cope and overcome stereotypes, and the adaptation to and persistence in the face of challenging situations. This quantitative study focuses on international students' confidence in their leadership abilities while studying in a foreign country and system in comparison with their domestic student peers. Findings suggest that college campuses and higher education professionals need to do a better job at engaging their international students in leadership opportunities while being culturally relevant.