scholarly journals Entry Characteristics and Participation in a Peer Learning Program as Predictors of First-Year Students’ Achievement, Retention, and Degree Completion

AERA Open ◽  
2017 ◽  
Vol 3 (3) ◽  
pp. 233285841773157 ◽  
Author(s):  
Jacques van der Meer ◽  
Rob Wass ◽  
Stephen Scott ◽  
Jesse Kokaua
Keyword(s):  
Degree Completion ◽  
Peer Learning ◽  
First Year ◽  
Learning Program ◽  
First Year Students

scholarly journals Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support

2018 ◽  
Vol 21 (3) ◽  
pp. 173-188 ◽  
Author(s):  
Milla Räisänen ◽  
Liisa Postareff ◽  
Markus Mattsson ◽  
Sari Lindblom-Ylänne
Keyword(s):  
Peer Support ◽  
Self Regulation ◽  
Perceived Value ◽  
Peer Learning ◽  
First Year ◽  
Use Of Self ◽  
First Year Students ◽  
Student Profiles ◽  
Reported Study ◽  
High Level

This study examines the profiles of self-regulation of learning, peer learning and peer support among students. The study investigates whether the profiles differ in terms of reported study-related exhaustion. Students completed a questionnaire regarding their use of self-regulation of learning and peer learning and perceived peer support and study-related exhaustion. Four different student profiles were found. The profiles differed in terms of self-reported study-related exhaustion. Self-regulated students with a low level of peer learning and low perceived value of peer support reported the lowest levels of study-related exhaustion, whereas students with self-regulation problems, a high level of peer learning and high perceived value of peer support reported the highest levels of study-related exhaustion. The results showed that problems in self-regulation were positively related to self-reported study-related exhaustion. Identifying different student profiles helps to recognise students who may need more support in studying.

scholarly journals How Do Their Initial Goals Impact Students' Chances to Graduate? An Exploration of Three Types of Commitment

2006 ◽  
Vol 26 (1) ◽  
pp. 13-18 ◽  
Author(s):  
Steven S. Graunke ◽  
Sherry A. Woosley ◽  
Laura L. Helms
Keyword(s):  
Degree Completion ◽  
Academic Major ◽  
Institutional Commitment ◽  
First Year ◽  
Educational Goal ◽  
First Year Students ◽  
Theory Research ◽  
The Impact ◽  
First Time ◽  
Students Success

Although previous research has not consistently shown that uncertainty about academic major negatively impacts graduation, commitment is largely believed to affect college students' success. We investigated the impact of institutional commitment, commitment to an educational goal, and commitment to an academic major on the probabilities of graduation for a cohort of first-time first-year students. Results indicate that students with high institutional commitment and commitment to an educational goal were the most likely to graduate within 6 years, while commitment to an academic major was negatively associated with probabilities of degree completion. Suggested implications for advisors include fostering educational development, enhancing a student's bond with the institution, and encouraging students to explore academic major options. Relative emphasis: * theory, research, practice

scholarly journals Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies

2020 ◽  
Author(s):  
Milla Räisänen ◽  
Liisa Postareff ◽  
Sari Lindblom-Ylänne
Keyword(s):  
Peer Support ◽  
Mixed Method ◽  
Self Regulation ◽  
Peer Learning ◽  
Large Individual ◽  
First Year ◽  
Measurement Point ◽  
First Year Students ◽  
University Studies

AbstractThe present mixed-method longitudinal study examines students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies. At the first measurement point, 188 first-year students completed the questionnaire. At the second measurement point, 91 of the 188 students participated in the follow-up study at their fourth study year and completed the same questionnaire again. Of these, twelve students were interviewed. The results showed that experienced study-related exhaustion and self-regulation of content increased during studies. However, the results also showed a large individual variation in experienced study-related exhaustion. The students whose exhaustion decreased described experiences of peer support that helped them to develop their self-regulation skills. Students whose study-related exhaustion remained low evaluated their self-regulation skills as good. They experienced that they did not need other students’ support in the regulation of learning. The students whose study-related exhaustion increased or remained high described more problems in self-regulation. Most students relied on peer support because of self-regulation problems. However, not all students used other students’ support despite of problems in studying. It can be concluded that regulation skills have a key role in experienced study-related exhaustion during studies.

scholarly journals Measures of Student Engagement as Predictors of Grade Point Average (GPA) and Degree Completion at Andrews University

2021 ◽  
Author(s):  
◽  
Michael Milmine
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Degree Completion ◽  
Equation Modeling ◽  
First Year ◽  
First Year Students ◽  
Academic Degree ◽  
Andrews University ◽  
Engagement Factors ◽  
Senior Students

Purpose of the Study In a time of rising costs, social discourse questioning value of an undergraduate degree, and declining enrollment, institutions of higher education are under increasing pressure to provide stakeholders and potential students with measures of accountability and student success. These pressures renew the need to leverage student engagement data to understand what makes undergraduates successful in their academic programs. An understanding of student engagement factors is key to helping all students succeed, but especially to identifying areas that colleges and universities can devote their attention in order to improve their students’ likelihood of success. The purpose of this study was to investigate the relationship between student engagement and both academic performance and degree completion. Method The present study was designed as a secondary quantitative analysis of non-experimental descriptive data collected using survey methodology. The instrument, referred to as the NSSE, was used to gather information on students’ engagement with their coursework, peers, professors, and academic institution. The data was gathered from 375 first-year and senior undergraduate students attending Andrews University in 2013 and 2015. Structural Equation Modeling (SEM) was used to determine a statistical model to use student engagement variables to predict for student GPA scores. Discriminant Function Analysis (DFA) was used to determine which student engagement variables were best able to discriminate between students who would and those who would not complete their academic degree. Results Upon some revision, the SEM model for the first-year students predicted 19% of GPA and indicated that the most important predictors were Academic Challenge and Student-Faculty Interaction. Also, upon some revision, the SEM model for the senior students predicted 9% of GPA. This senior model indicated that the only significant predictor of GPA was Quality of Interactions. DFA for first-year students was statistically significant and predicted degree completion at a rate of 66.9%, with the best predictors (both positive) being Learning Strategies and Reflective & Integrative Learning. DFA for senior students was not statistically significant. Conclusions Engagement factors are important in predicting first-year student GPA and likelihood of degree completion. Engagement factors that predict GPA are different and weaker for senior students, and do not predict likelihood of degree completion. This study provides evidence for the increase of specific types of engagement to improve student success and graduation rates.

The Development of a Service-Learning Program for First-Year Students Based on the Hallmarks of High Quality Service-learning and Rigorous Program Evaluation

2011 ◽  
Vol 36 (5) ◽  
pp. 317-329 ◽  
Author(s):  
Bradley H. Smith ◽  
James Gahagan ◽  
Samuel McQuillin ◽  
Benjamin Haywood ◽  
Caroline Pender Cole ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Service Learning ◽  
First Year ◽  
Quality Service ◽  
Learning Program ◽  
High Quality ◽  
First Year Students ◽  
High Quality Service

Direct Effects of High-Impact Practices on the Success of Business Majors in Large, Mostly Nonresidential Public Universities

2019 ◽  
Vol 44 (1) ◽  
pp. 39-65
Author(s):  
Malu Roldan ◽  
Tanvi Kothari ◽  
Linda M. Dunn-Jensen
Keyword(s):  
Student Success ◽  
Degree Completion ◽  
Liberal Arts ◽  
High Impact ◽  
First Year ◽  
Direct Effects ◽  
Underrepresented Minority ◽  
Business Majors ◽  
First Year Students ◽  
High Impact Practices

High-impact practices (HIPs) have been shown to be effective in helping first-year students successfully transition into college. However, since most of the research on HIPs has been done in small liberal arts settings, little is known about the efficacy and implementation practices of HIPs in large, public, primarily nonresidential institutions, or business schools within these institutions. This article seeks to address this need. Our study suggests that a comparison among students involved in HIPs versus those who forgo the experiences shows significant differences in impact, particularly on degree completion. However, further analysis shows that the gains were primarily achieved among students who were not members of underrepresented minority (URM) groups. As institutions face pressure from key constituents to improve graduation rates while reducing achievement gaps, it is becoming increasingly important for administrators and faculty to assess which approaches are most likely to achieve both these aims, particularly as scaling HIPs to larger settings is expensive and fraught with difficulties. This study reports on the effectiveness of HIPs for supporting the success of both URM and non-URM students and makes recommendations for building student success programs that ensure the success of all students, especially in large, diverse higher education institutions.

scholarly journals بجامعة الراية ‏سوكابومي‎ ‎ إدارة برنامج تعليم اللغة العربية للطلبة في السنة الأول

2019 ◽  
Vol 3 (1) ◽  
pp. 91-112
Author(s):  
M. Ashadi Rasyad ◽  
Risza Putri Lestari ◽  
Fitri Kurnia Rahim
Keyword(s):  
Language Learning ◽  
Program Implementation ◽  
Case Study Research ◽  
Arabic Language ◽  
First Year ◽  
Learning Program ◽  
First Year Students ◽  
Mutual Cooperation ◽  
Learning Programs ◽  
Cooperation System

This study describes the management of Arabic language learning programs for First Year Students at STIBA Ar Rayyah Sukabumi. The output produced has high Arabic skills and competencies. This is motivated by the existence of a one-year language preparation program in the first year. This study aims to describe the planning, organizing, implementing and overseeing the management process of the Arabic language learning program for First Year Students at STIBA Ar Rayyah Sukabumi. This study uses a qualitative research methodology with a type of case study research. The results of this study indicate that 1) the planning of the learning program is based on musyawaroh with several stages, namely observation, coordination meetings, compiling work programs, implementing programs, 2) organizing the program well structured, and policy holders is idaroh 'ulya, 3) Program implementation through language acquisition, atta'allum atta'awuni (mutual cooperation system), regeneration, bi'ah lughowiyah (language environment), 4) program supervision is direct by idaroh 'ulya.

scholarly journals Amplify Your Impact: An Interview with Mark Aaron Polger, Editor of Marketing Libraries Journal

2018 ◽  
Vol 57 (4) ◽  
pp. 251
Author(s):  
Nicole Eva ◽  
Erin Shea
Keyword(s):  
New York ◽  
New York City ◽  
User Experience ◽  
York City ◽  
Planning Committee ◽  
First Year ◽  
Learning Program ◽  
First Year Students ◽  
User Experience Design ◽  
Library Marketing

Mark Aaron Polger is the First Year Outreach Librarian at the College of Staten Island, City University of New York (CUNY), where his responsibilities include promoting library services and resources as well as providing instruction to first year students. Polger is also an Information Literacy Instructor at ASA College. His research interests include library marketing, outreach, and user experience design. He is active in LLAMA as the chair of the PR XChange Committee as well as the co-chair of the Annual PR XChange Awards Competition. Regionally, he is an active executive board member of ACRL/NY (Association of College and Research Libraries, Greater Metropolitan New York Area), where he serves on the planning committee of the annual symposium and co-chairs the User Experience Discussion Group. Locally, he co-chairs meetings in New York City for ACRL National’s Library Marketing and Outreach Interest Group. He is also a member of the planning committee of the annual Library Marketing and Communications Conference (LMCC). He is co-chair of the LACUNY (Library Association of the CUNY) Library Marketing and Outreach Roundtable Discussion Group.Currently, Polger is the founder and editor-in-chief of the new open-access, peer-reviewed Marketing Libraries Journal, which was launched in fall 2017.Originally from Montreal, Canada, Polger holds a BA in Sociology from Concordia University (1999), an MLIS from the University of Western Ontario (2000), an MA in Sociology from University of Waterloo (2004), and a BEd in Adult Education from Brock University (2009). He is currently a third-year PhD student in the Curriculum, Instruction, and the Science of Learning Program at SUNY University at Buffalo. He moved to New York City in 2008.The first issue of Marketing Libraries Journal was published in fall 2017. We wanted to ask Mark about his inspiration to create this new publication.—Editors

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