Exploratory Factor Analysis of the Wraml with Academically At-Risk Students

1995 ◽  
Vol 13 (4) ◽  
pp. 384-390 ◽  
Author(s):  
LeAdelle Phelps
Keyword(s):  
At Risk ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
At Risk Students ◽  
Academically At Risk

Towards a Mentoring Model That Enhances Academic, Social, and Cultural Capital in Turbulent Times

2021 ◽  
pp. 159-174
Author(s):  
M. Williams ◽  
C. Green
Keyword(s):  
At Risk ◽  
Cultural Capital ◽  
At Risk Students ◽  
Social And Cultural Capital ◽  
Turbulent Times ◽  
Current Events ◽  
Identity Crises ◽  
Negative Messages ◽  
Mentoring Model ◽  
Academically At Risk

Academically at-risk students may doubt their ability to persist and succeed because of some or all of the following: socioeconomics, low self-esteem, identity crises, negative family histories, socio-emotional concerns, poor living situations, or negative messages about school and education. Currently, the aforementioned issues are further compounded by turbulent times, which include but are not limited to a pandemic that disproportionately affects people of color and the impoverished, along with continued civil unrest and demands for rapid societal change. Therefore, this population would benefit from the enhancement of its academic, social, and cultural capital. In order to accomplish those goals simultaneously, the authors propose a mentoring model that integrates aspects of advising, tutoring, mentoring, peer-to-peer interaction, metacognition, positive psychology, current events, and emotional wellness to support academically at-risk students in their pursuit of academic and personal excellence.

Psychometrics of the Gratitude Questionnaire-6 in African-Americans at Risk for Cardiovascular Disease

2020 ◽  
Vol 42 (12) ◽  
pp. 1148-1154
Author(s):  
Lakeshia Cousin ◽  
Laura Redwine ◽  
Christina Bricker ◽  
Kevin Kip ◽  
Harleah Buck
Keyword(s):  
At Risk ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Well Being ◽  
Divergent Validity ◽  
Analysis Model ◽  
Factor Analysis Model ◽  
Confirmatory Factor

Psychometrics of the Gratitude Questionnaire-6, which measures dispositional gratitude, was originally estimated in healthy college students. The purpose of this study was to examine the scales’ factor structure, convergent/divergent validity, and reliability among 298 AA adults at risk for CVD in the community. Analyses were performed using bivariate correlations, exploratory factor analysis, and confirmatory factor analysis. The scale demonstrated acceptable estimates for internal consistency (Cronbach’s α = 0.729). Our exploratory factor analysis results yielded a one-factor structure consistent with the original instrument, and the confirmatory factor analysis model was a good fit. Convergent/divergent validity was supported by the association with positive affect (coefficient = 0.482, 95% CI = [0.379, 0.573], spiritual well-being (coefficient = 0.608, 95% CI = [0.519, 0.685], and depressive symptoms (coefficient = −0.378, 95% CI = [−0.475, −0.277]. Findings supported the scale’s reliability and convergent/divergent validity among AAs at risk for CVD.

scholarly journals Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida

2017 ◽  
Vol 42 (2) ◽  
pp. 112-128 ◽  
Author(s):  
Rebecca L. Brower ◽  
Chenoa S. Woods ◽  
Tamara Bertrand Jones ◽  
Toby J. Park ◽  
Shouping Hu ◽  
...  
Keyword(s):  
At Risk ◽  
Education Reform ◽  
Developmental Education ◽  
At Risk Students ◽  
Mathematics Remediation ◽  
Academically At Risk

Modeling Success: Using Preenrollment Data to Identify Academically At-Risk Students

2015 ◽  
Vol 3 (2) ◽  
pp. 109-131 ◽  
Author(s):  
Ann M. Gansemer-Topf ◽  
Jonathan Compton ◽  
Darin Wohlgemuth ◽  
Greg Forbes ◽  
Ekaterina Ralston
Keyword(s):  
At Risk ◽  
At Risk Students ◽  
Academically At Risk

Blending Classroom Activities with Multi-User Virtual Environment for At-Risk Primary School Students in an After-School Program

2010 ◽  
pp. 231-249 ◽  
Author(s):  
Lee Yong Tay ◽  
Cher Ping Lim
Keyword(s):  
At Risk ◽  
Virtual Environment ◽  
At Risk Students ◽  
After School ◽  
School Program ◽  
School Students ◽  
Classroom Activities ◽  
Quest Atlantis ◽  
After School Program ◽  
Academically At Risk

This chapter documents how a group of 14 academically at-risk Primary 5 students have been engaged in academic related tasks in an after-school program mediated by a game-like 3D multi-user virtual environment (MUVE), Quest Atlantis (QA). The case study explores the possibilities and potentials of using the game-like 3D MUVE for the re-engagement of this group of academically at-risk students. From the observation notes, interviews with the students and students’ activities in the MUVE, the two main elements in the MUVE that have been found to engage the students are: ‘play and fun’ and ‘recognition and affirmation of performance.’ However, these engaging elements alone could not purposefully engage these students. Non-ICT activities such as orientation tasks, support by teachers, and the careful selection of authentic assignments are necessary to further enhance their engagement with their learning.

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