scholarly journals Academic suspension and student adjustment

2013 ◽  
Author(s):  
Nicole M. Houle
Keyword(s):  
Student Adjustment ◽  
Academic Suspension

Providing Freshmen with a Good “Starting-Block”

2019 ◽  
Vol 78 (1-2) ◽  
pp. 69-75 ◽  
Author(s):  
Mikaël De Clercq ◽  
Charlotte Michel ◽  
Sophie Remy ◽  
Benoît Galand
Keyword(s):  
The Self ◽  
The Other ◽  
Student Adjustment ◽  
Social Psychological ◽  
Pivotal Phase ◽  
Study Program ◽  
Study Task ◽  
The Social ◽  
Social Belonging ◽  
Intention To Persist

Abstract. Grounded in social-psychological literature, this experimental study assessed the effects of two so-called “wise” interventions implemented in a student study program. The interventions took place during the very first week at university, a presumed pivotal phase of transition. A group of 375 freshmen in psychology were randomly assigned to three conditions: control, social belonging, and self-affirmation. Following the intervention, students in the social-belonging condition expressed less social apprehension, a higher social integration, and a stronger intention to persist one month later than the other participants. They also relied more on peers as a source of support when confronted with a study task. Students in the self-affirmation condition felt more self-affirmed at the end of the intervention but didn’t benefit from other lasting effects. The results suggest that some well-timed and well-targeted “wise” interventions could provide lasting positive consequences for student adjustment. The respective merits of social-belonging and self-affirmation interventions are also discussed.

A Standardization Study of Adult Student Adjustment to Distance University Questionnaire

2009 ◽  
Vol 5 (2) ◽  
pp. 135-160
Author(s):  
HYANG HWANG MAE ◽  
Hae-Joo Lee ◽  
Jin-hee Kwon ◽  
Heechul Choi
Keyword(s):  
Adult Student ◽  
Student Adjustment

The relationship between social support and student adjustment: A longitudinal analysis

2005 ◽  
Vol 42 (7) ◽  
pp. 691-706 ◽  
Author(s):  
Michelle Kilpatrick Demaray ◽  
Christine Kerres Malecki ◽  
Lisa M. Davidson ◽  
Kelly K. Hodgson ◽  
P. Jacob Rebus
Keyword(s):  
Social Support ◽  
Longitudinal Analysis ◽  
Student Adjustment ◽  
The Relationship

scholarly journals Transfers from College to One Ontario University: A Four-Year Outcome Study

2015 ◽  
Vol 45 (1) ◽  
pp. 18-36
Author(s):  
Jo Stewart ◽  
Felice Martinello
Keyword(s):  
Academic Success ◽  
Transfer Students ◽  
Policy Implications ◽  
Outcome Study ◽  
College Transfer ◽  
Follow Up Study ◽  
Academic Suspension ◽  
Students First ◽  
College Transfer Students

In this follow-up study, college students who transferred to one Ontario university in 2008–2009 were compared to non-transfer students using several different measures of academic success at university. When compared to non-transfer students, college transfer students earned fewer credits each year, had lower GPAs, and were less able to earn credits from course attempts. The differences were small for students’ first and second years but larger in years three and four. Despite the lower GPA, college transfer students were not more likely than non-transfer students to be eligible for academic suspension. College transfer students also attempted fewer courses and were much less likely to persist to Year 4. By spring 2012 (after four years of university), the college transfer students were more likely than non-transfer students to have graduated, but their degree of choice was a 15-credit three-year degree (as opposed to a 20-credit four-year honours or non-honours degree). Policy implications are discussed.  

“If I Hadn’t Had that Support System, I Think I Would Have Dropped Out by Now”: Parental Support in College and its Implications for Student Adjustment

2021 ◽  
pp. 0192513X2110444
Author(s):  
Marta Benito-Gomez ◽  
Grace Y. Lee ◽  
Amy L. McCurdy ◽  
Anne C. Fletcher
Keyword(s):  
College Students ◽  
Parental Support ◽  
College Adjustment ◽  
Qualitative Interviews ◽  
Parental Engagement ◽  
Retention Rates ◽  
Student Adjustment ◽  
Mothers And Fathers ◽  
Key Factor ◽  
Levels Of Support

Understanding college students’ perceptions of parental support and its impact on student adjustment have important implications for maximizing retention rates within higher education institutions. College students ( N = 53) participated in qualitative interviews focused on students’ perceptions of mothers’ and fathers’ support during college and its impact on college adjustment. Holistic coding interviews indicated three different classifications of parents based on levels of support: supportive, ambivalent, and unsupportive. Students indicated that their parents continued to be the main source of support and a key factor that supports their adjustment during the college years. In contrast, students who did not receive such support expressed having difficulties continuing working toward their degree. Students’ narratives also indicated that mothers and fathers provided support in different ways. These findings have important implications for practice, and in particular how high education institutions can promote adjustment and retention rates by encouraging parental engagement.

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