impact of a developmental course and academic integration on first-year student retention

2018 ◽  
Author(s):  
Feliciano
Keyword(s):  
Student Retention ◽  
Academic Integration ◽  
First Year ◽  
Developmental Course ◽  
First Year Student

Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention

2016 ◽  
Vol 20 (1) ◽  
pp. 67-91 ◽  
Author(s):  
Laura J. Holt ◽  
James E. Fifer
Keyword(s):  
Student Retention ◽  
Attachment Style ◽  
Self Efficacy ◽  
Future Research ◽  
First Year ◽  
Peer Mentors ◽  
Peer Mentor ◽  
First Year Students ◽  
Avoidant Attachment ◽  
First Year Student

Peer mentoring programs frequently are implemented on college campuses to enhance first-year college student retention; however, few studies have examined characteristics of peer mentors that are associated with more supportive mentor–mentee relationships, leaving college personnel with a limited understanding of how to improve these vital programs. Accordingly, in this prospective study, we examined whether mentors’ attachment style and self-efficacy to mentor predicted peer mentors’ ( n = 76) or mentees’ ( n = 999) ratings of mentor-provided support. Results showed that mentor self-efficacy mediated the relation between an avoidant attachment style and mentor-reported support; that is, peer mentors with a more avoidant attachment style reported lower self-efficacy to mentor and, in turn, endorsed providing lower levels of support for mentees. Mentor–mentee contact, however, was the only predictor of mentees’ ratings of mentor support. Future research should aim to extend these preliminary findings so as to inform the selection, training, and supervision of peer mentors in college settings, with the ultimate goal of enhancing first-year student retention.

scholarly journals Work in Progress: Impacting Engineering First-year Student Retention Through a Nonconventional Engineering Learning Community

2020 ◽  
Author(s):  
Sonia Bartolomei-Suarez ◽  
Manuel Jimenez ◽  
Luisa Guillemard ◽  
Oscar Suarez ◽  
Aidsa Santiago-Román ◽  
...  
Keyword(s):  
Student Retention ◽  
Learning Community ◽  
First Year ◽  
Work In Progress ◽  
First Year Student

A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan
Keyword(s):  
Longitudinal Study ◽  
Social Integration ◽  
Academic Integration ◽  
Research University ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Academic And Social Integration ◽  
Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

scholarly journals Performance in grade 12 mathematics and science predicts student nurses’ performance in first year science modules at a university in the Western Cape

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Katlego D.T. Mthimunye ◽  
Felicity M. Daniels
Keyword(s):  
South Africa ◽  
Academic Performance ◽  
Predictive Validity ◽  
Life Science ◽  
Student Nurses ◽  
First Year ◽  
Western Cape ◽  
Cross Sectional ◽  
Mathematics And Science ◽  
First Year Student

Background: The demand for highly qualified and skilled nurses is increasing in South Africa as well as around the world. Having a background in science can create a significant advantage for students wishing to enrol for an undergraduate nursing qualification because nursing as profession is grounded in scientific evidence.Aim: The aim of this study was to investigate the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Method: A quantitative research method using a cross-sectional predictive design was employed in this study. The participants included first year Bachelor of Nursing students enrolled at a university in the Western Cape, South Africa. Descriptive and inferential statistics were performed to analyse the data by using the IBM Statistical Package for Social Sciences versions 24. Descriptive analysis of all variables was performed as well as the Spearman’s rank correlation test to describe the relationship among the study variables. Standard multiple linear regressions analysis was performed to determine the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Results: The results of this study showed that grade 12 physical science is not a significant predictor (p > 0.062) of performance in first year science modules. The multiple linear regression revealed that grade 12 mathematics and life science grades explained 37.1% to 38.1% (R2 = 0.381 and adj R2 = 0.371) of the variation in the first year science grade distributions.Conclusion: Based on the results of the study it is evident that performance in grade 12 mathematics (β = 2.997) and life science (β = 3.175) subjects is a significant predictor (p < 0.001) of the performance in first year science modules for student nurses at the university identified for this study.

scholarly journals The Value of Peer Learning for First-year Postgraduate University Students’ Social and Academic Integration

2016 ◽  
Vol 228 ◽  
pp. 299-304 ◽  
Author(s):  
Emmeline Byl ◽  
Katrien Struyven ◽  
Pieter Meurs ◽  
Abelshausen Bieke ◽  
Vanwing Tom ◽  
...  
Keyword(s):  
University Students ◽  
Academic Integration ◽  
Peer Learning ◽  
First Year ◽  
Social And Academic Integration
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