Attachment and Student Success During the Transition to College

2013 ◽  
Vol 33 (2) ◽  
pp. 16-28 ◽  
Author(s):  
Robert M. Kurland ◽  
Harold I. Siegel
Keyword(s):  
High School ◽  
Student Success ◽  
Academic Advising ◽  
Transition To College ◽  
Attachment Anxiety ◽  
College Student Success ◽  
Grade Point ◽  
First Semester ◽  
Academic Locus Of Control ◽  
And Gender

We used 2 studies to examine attachment security and college student success. In the 1st study, 85 first-semester students provided information on attachment dimensions and psychological, ethical, and social indices. More anxious students performed worse academically in college than they had in high school and indicated they would be more willing to cheat; they also scored lower on measures of academic locus of control and self-esteem than their peers. Securely attached students reported low levels of depression and anxiety. Findings were supported with regression analysis conducted with controls for attachment avoidance, high school grade-point average, and gender. A 2nd follow-up study showed that college students who had plagiarized papers reported high levels of attachment anxiety. The contribution of attachment theory to academic advising is discussed.

scholarly journals Exploring the Relationships Between High School Course Enrollment, Achievement, and First-Semester College GPA

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Jeffrey M Warren ◽  
Camille L Goins
Keyword(s):  
High School ◽  
Advanced Placement ◽  
Future Research ◽  
Course Enrollment ◽  
Honors Courses ◽  
Grade Point ◽  
First Semester ◽  
College Gpa ◽  
K 12 ◽  
The Impact

This study explored the impact of Advanced Placement and honors course enrollment and high school grade point average (GPA) on first-semester college GPA. Data were collected from 131 college freshmen enrolled at a minority-serving institution who graduated from a public school during the previous academic year. A four-step hierarchical multiple regression analysis indicated that family structure, college status, enrollment in one or more Advanced Placement courses, and enrollment in five or more honors courses accounted for a significant amount of variance explained in first-semester college GPA, both individually and in combination. High school GPA intervened in these variables relationships with first-semester college GPA accounting for a significant amount of variance. Based on these findings, opportunities for future research and implications for K–12 schools and colleges are provided.

The Quick Test as a Predictive Instrument for College Success

1977 ◽  
Vol 41 (3) ◽  
pp. 759-762 ◽  
Author(s):  
Joseph C. Pentecoste ◽  
William F. Lowe
Keyword(s):  
High School ◽  
Test Scores ◽  
College Success ◽  
Aptitude Test ◽  
Grade Point ◽  
First Semester ◽  
Quick Test ◽  
Midwestern University ◽  
Predictive Instrument ◽  
High School Rank

Three forms of the QT (1, 2, and 3) were administered to a randomly selected sample of 42 black entering freshmen at a Midwestern university. Scholastic Aptitude Test scores and high school rank were also used as predictor variables for grade point average. The results indicated that the Quick Test provides a better prediction of first semester college grades than either high school rank or the aptitude test scores.

EXAMINING INTERCULTURAL COMPETENCIES AMONG BOSNIAN HIGH SCHOOL STUDENTS

2019 ◽  
Vol 12 (3) ◽  
pp. 27-44
Author(s):  
Senad Bećirović ◽  
◽  
Belma Delić ◽  
Amna Brdarević-Čeljo
Keyword(s):  
High School ◽  
High School Students ◽  
Intercultural Competence ◽  
School Students ◽  
Grade Point ◽  
Grade Levels ◽  
Intercultural Competencies ◽  
And Gender ◽  
Ending Process ◽  
The Impact

A period of globalisation and the interconnectedness of people across the world has increased the demand for greater intercultural competences among young people in particular. Being interculturally competent entails modifying behaviour in culturally appropriate ways when establishing contact with diverse cultures. The development of this competence is a long and never-ending process that which is influenced by a variety of factors, some of the most important being school policies, surroundings, individual work, personal needs and curiosity. The purpose of the current study was to investigate the impact of grade level, grade point average (GPA) and gender on intercultural competences by distributing the questionnaire developed by Portalla and Chen (2010) to 211 Bosnian high school students. The results showed that the students’ grade levels and GPAs did not have a statistically significant influence on their intercultural competences, whereas gender only had a significant impact on their intercultural competences on the Interactant Respect subscale. Due to the fact that the students should be taught intercultural competence at school, their competence is expected to improve in each study grade; thus, based on the students’ GPAs, this study may help teachers to identify a gap in their instruction and to modify their teaching content so that it contributes to the development of the students’ intercultural competence, as well as to the promotion of the importance thereof.

Close Campus Friendships and College Student Success

2017 ◽  
Vol 21 (3) ◽  
pp. 270-285 ◽  
Author(s):  
Ryan H. Bronkema ◽  
Nicholas A. Bowman
Keyword(s):  
Academic Achievement ◽  
College Student ◽  
Student Success ◽  
Grade Point Average ◽  
Graduation Rate ◽  
Student Attrition ◽  
Multilevel Analyses ◽  
College Student Success ◽  
Grade Point ◽  
College Friendships

Friendships are widely considered to be an essential part of life in college and beyond. The existing literature on college friendships, academic achievement, and student attrition is mixed, which may occur as a result of varying ways of defining friendship. This study adds to an understanding of these dynamics by examining both the number of close campus friends as well as the emotional connection students have with these friends within a large, multi-institutional sample. Multilevel analyses found that both of these attributes of campus friendships are positively and significantly related to six-year graduation rate, whereas only the number of close campus friends significantly predicts college grade point average.

scholarly journals THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ PHYSICS ANXIETY AND DEMOGRAPHIC VARIABLES

2014 ◽  
Vol 13 (2) ◽  
pp. 201-215
Author(s):  
Mehmet Şahin
Keyword(s):  
High School ◽  
Rating Scale ◽  
Demographic Variable ◽  
School Type ◽  
Vocational High School ◽  
Science Anxiety ◽  
Grade Point ◽  
Physics Instruction ◽  
And Gender ◽  
The Relationship

The purpose of this study was to investigate the relationship between pre-service teachers’ physics anxiety and gender, grade point average (GPA), major of study, and high school type they graduated. The sample consisted of 849 pre-service teachers of different majors. Data were collected, using the Physics Anxiety Rating Scale (PARS) at the beginning of the semester. Post-semester data were obtained from 175 pre-service teachers who were included in the pre-semester data. Results revealed gender difference in physics anxiety. Females scored higher on the PARS and its factors than males. It was found that students with medium GPA scored lower on the whole anxiety scale than students with low and high GPA. Pre-service primary teachers scored higher on the PARS than all other majors. High school type had an effect on physics anxiety, vocational high school graduates being the highest physics anxious of all. One semester of traditional physics instruction did not seem to have a significant influence on students’ physics anxiety. Implications of the results were discussed for instructional purposes and future studies. Key words: demographic variable, physics, physics anxiety rating scale, science anxiety.

scholarly journals First semester academic performance: The importance of early indicators of non-engagement

2018 ◽  
Vol 9 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Jacques Van der Meer ◽  
Stephen Scott ◽  
Keryn Pratt
Keyword(s):  
Academic Performance ◽  
Student Success ◽  
Grade Point Average ◽  
First Year ◽  
First Year Students ◽  
Grade Point ◽  
Retention Strategy ◽  
First Semester ◽  
Efficiency And Effectiveness ◽  
The University

Success, progression and retention of students are goals of many university strategic directions and policies. For many decades it has been recognised that the greatest focus in any retention strategy should be on first-year students. University of Otago too has goals around student success. The Strategic Plan of the institution also identified that in the context of a fiscally constrained environment, all of our activities and processes need to be assessed for efficiency and effectiveness.  To this end, a pilot was undertaken in one area of the university to identify possible indicators of first-year students’ non-engagement in the first semester and their possible impact on the first semester academic performance. The findings suggest that there are indeed some indicators that predict Grade Point Average at the end of the first semester.

scholarly journals Modeling an Effective Program for Latina/o College Student Success

2018 ◽  
Vol 11 (3) ◽  
pp. 139
Author(s):  
Kenneth P. Gonzalez ◽  
Vanessa S. Meling
Keyword(s):  
Student Success ◽  
Analysis Data ◽  
College Student Success ◽  
Grade Point ◽  
Hispanic Serving Institution ◽  
Group Data ◽  
Focus Group Data ◽  
Effective Program ◽  
Hispanic Serving

This article presents a case study of the design, implementation, and results of a program developed to increase Latina/o student success at a Hispanic-Serving Institution. A team of university faculty, staff, and administrator researchers drew from four sources of evidence to design and examine the effects of the program, including: (a) longitudinal cohort data, (b) the scholarly literature on Latina/o student success, (c) focus group data with students, and (d) syllabi analysis data. Participants in the program demonstrated increased mid-term grade point average (GPA), end of first-term GPA, and fall-to-fall persistence.

scholarly journals Advising and Orienting Transfer Students

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Heather Robertson ◽  
Sandra Trapani ◽  
Ellen Hopkins
Keyword(s):  
Transfer Students ◽  
Academic Advising ◽  
Best Practice ◽  
Research University ◽  
Transfer Student ◽  
Student Orientation ◽  
Grade Point ◽  
First Semester ◽  
National Academic Advising Association ◽  
New Student

A major research university recently redesigned the new transfer student orientation program to provide more one-on-one attention to incoming transfer students. Concurrently, a new student seminar course specifically for transfer students was being implemented. These combined efforts were submitted to the National Academic Advising Association (NACADA) as a best practice for new transfer students and have yielded positive results in relation to students' connection to campus and satisfaction with orientation/advising. Additionally, analysis of both grade point average and first semester retention ofstudents enrolled in the new transfer student advising seminar have been higher than those not enrolled. The implementation of these practices, as well as their analyses, begin the discussion upon which further research efforts pertaining to transfer student transitions can be explored.

scholarly journals The Impact of an Online Orientation Program on Student Success at a Community College

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Rachel Lerner Colucci
Keyword(s):  
Community College ◽  
Student Success ◽  
Success Factors ◽  
Future Research ◽  
Orientation Program ◽  
Grade Point ◽  
First Semester ◽  
Online Orientation ◽  
Significant Difference ◽  
The Impact

This study examined the effectiveness of an online orientation program on participation and student success for a defined cohort of students at a mid-size community college in the mid-Atlantic region. Specifically, a quantitative analysis focused on differences in grade point average (GPA) and retention as success factors among students who completed the online orientation versus students who only started but did not finish and students who did not attempt the program at all.  The findings indicate a statistically significant difference in fall to spring retention and cumulative GPA earned after the first semester for students who complete the online orientation module over students who access but do not complete and students who do not access the program. Further, follow-up survey data indicate students felt more prepared to attend the college and utilize programs and services after completing the program. The study contributes to the research and literature on online orientation programs, specifically in the community college setting, and the researchers offers a discussion of results and recommendations for policy, practice, and future research.  

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