Structuring First-Year Retention at a Regional Public Institution: Validating and Refining Bowman’s SEM Analysis

2020 ◽  
Author(s):  
Daniel Collier ◽  
Dan Fitzpatrick ◽  
Chelsea Brehm ◽  
Keith Hearit ◽  
Andrea Beach
Keyword(s):  
Sem Analysis ◽  
Public Institution ◽  
First Year ◽  
First Year Retention

Structuring First-Year Retention at a Regional Public Institution: Validating and Refining the Structure of Bowman’s SEM Analysis

2020 ◽  
Vol 61 (8) ◽  
pp. 917-942
Author(s):  
Daniel A. Collier ◽  
Dan Fitzpatrick ◽  
Chelsea Brehm ◽  
Keith Hearit ◽  
Andrea Beach
Keyword(s):  
Sem Analysis ◽  
Public Institution ◽  
First Year ◽  
First Year Retention

scholarly journals Evaluation of a First-Year Retention Project: Findings at Halftime

2020 ◽  
Author(s):  
Alan Niemi ◽  
Matthew Green ◽  
Melanie Roudkovski
Keyword(s):  
First Year ◽  
First Year Retention

scholarly journals Contribuições do enfoque ciência tecnologia e sociedade em um projeto de ensino: um caminho para o consumo sustentável

2021 ◽  
Vol 14 (2) ◽  
pp. 285-298
Author(s):  
Darling Katiuscia de Goes Borges ◽  
Sidilene Aquino de Farias ◽  
Katiuscia Dos Santos de Souza
Keyword(s):  
Waste Recycling ◽  
Public Institution ◽  
Oral Exposure ◽  
First Year ◽  
First Year Students ◽  
Textual Production ◽  
Chemical Concepts ◽  
Qualitative Nature ◽  
Solid Waste Recycling ◽  
The City

In the Education context, the focus of Science, Technology and Society (STS) allows researchers with social, political and environmental nature themes, among others, which involve the active participation in the human being in face of society problems, in the sense of reflect, criticize and act. Therefore, the aim of this work was to develop conceptual and atheist learning based on the urban garbage theme in an intervention project with activities involving sustainability, reuse, consumerism and responsibilities. The research had a qualitative nature based on action research principles, developed by the pedagogy of projects, with the participation of thirteen (13) high school first year students from a public institution located in the city of Manaus-AM, the students were all volunteers. Data collection occurred through questionnaires, textual production, discussions and oral exposure and then they were qualitatively analyzed in an exploratory way. The results revealed that the students presented signs of conceptual understanding of the theme related terms, such as: garbage, solid waste, recycling and reuse, then sought to draw associations with chemical concepts and to propose environmental issues solutions using sustainability and social responsibilities. The students showed sensitivity regarding the theme and were willing to change their attitudes towards the problem.

scholarly journals Homesickness Experience, Distress and Sleep Quality of First-Year University Students Dealing with Academic Environment

2018 ◽  
Vol 8 (1) ◽  
pp. 9-17 ◽  
Author(s):  
Valeria Biasi ◽  
Luca Mallia ◽  
Paolo Russo ◽  
Francesca Menozzi ◽  
Rita Cerutti ◽  
...  
Keyword(s):  
Psychological Distress ◽  
University Students ◽  
Indirect Effects ◽  
Sem Analysis ◽  
Two Dimensions ◽  
First Year ◽  
Academic Environment ◽  
Direct And Indirect Effects ◽  
First Year University ◽  
Sleep Difficulties

AbstractThe literature shows that homesickness can have a negative impact on different areas of psychological functioning such as cognitive, emotional, behavioral, physical and social ones. The study, conducted on a sample of first-year university students, aimed to test a model hypothesizing that two distinct dimensions of homesickness, attachment to home and disliking university, could have both direct and indirect effects on their psychological distress and sleep difficulties. Two hundred and seventy-seven first-year students (70.4% Female) living away from home (mean age= 21.3, SD= 2.7) were included in the study and filled out questionnaires assessing homesickness, psychological distress and sleep difficulties. Structural Equation Model (SEM) analysis confirmed that the two homesickness dimensions worked differently since only the one relating to new place adjustment difficulties (i.e. disliking the university) resulted having both direct and indirect effects on students’ sleep difficulties. Although female students reported higher levels of psychological distress compared to males, the multi-group SEM analysis showed that the pattern of multivariate relationships linking the two dimensions of homesickness, psychological distress and sleep difficulties, was invariant across gender. The results of the present study suggest that university counselling and guidance services should quickly screen students experiencing homesickness and offer effective counselling programs focusing on enhancing their capacities to deal with the new academic environment.

Collegiate Recreation Participation and Retention

2013 ◽  
Vol 37 (2) ◽  
pp. 85-96 ◽  
Author(s):  
Stephen Kampf ◽  
Eric J. Teske
Keyword(s):  
Retention Rates ◽  
First Year ◽  
Campus Recreation ◽  
Bottom Line ◽  
Recruitment And Retention ◽  
Club Sports ◽  
First Year Retention ◽  
Recreation Participation ◽  
Relationship Of ◽  
Collegiate Recreation

Colleges and universities have been focusing on the rising costs to attend college and their impact on current and future students. Recruitment and retention of students is critical in justifying programmatic and academic offerings. In addition, recruitment and retention have an impact on the institution's bottom line. This article attempts to prove a correlation between a collegiate recreation program and retention. Specifically, first year retention rates were examined on students who participate in club sports, use the student recreation center, and are employed by the campus recreation department. The results of this study can be useful to the collegiate recreation practitioner to answer the question of “does your program have an impact on retention?” It is the hope that this study is duplicated to further emphasize the relationship of collegiate recreation programs and their positive relationship on retention.

A Multilevel Approach to Assessing the Interaction Effects on College Student Retention

2009 ◽  
Vol 11 (2) ◽  
pp. 287-301 ◽  
Author(s):  
Haiyan Bai ◽  
Wei Pan
Keyword(s):  
College Student ◽  
Social Integration ◽  
Student Retention ◽  
Interaction Effects ◽  
Retention Rates ◽  
First Year ◽  
College Student Retention ◽  
Multilevel Approach ◽  
The Social ◽  
First Year Retention

The present study utilizes a multilevel approach to assess the effects of four different types of intervention on college student retention, focusing on the interaction effects between the student characteristics and the types of intervention. The program effects on a 3-year trend are also explored. The findings of the present study reveal that the social integration programs improved the first-year retention rates for female students, the advising programs and the social integration programs worked better in the first year for students from more selective colleges within the university, and the first-year experience programs had a significant lasting effect across the 3 years on retention for elder students and male students. It is also found that the advising programs were significantly more effective on the first-year retention rates than the general orientation programs. This study provides empirical evidence for researchers and administrators in higher education to improve the effectiveness of intervention programs for students with specific characteristics.

Success of Students Screened as Twice-Exceptional as a Function of Major Selection and Academic Strength

2020 ◽  
pp. 152102512091585
Author(s):  
Kelly H. Snyder ◽  
Virginia M. McClurg ◽  
Jiaju Wu ◽  
R. Steve McCallum
Keyword(s):  
Learning Disability ◽  
Grade Point Average ◽  
American College Test ◽  
Retention Rates ◽  
First Year ◽  
Twice Exceptional ◽  
Grade Point ◽  
Major Selection ◽  
Reverse Pattern ◽  
First Year Retention

In this study, the success of 6,054 college students screened as twice-exceptional (2e; i.e., those with significantly discrepant math vs. reading scores on the ACT [formerly, American College Test] or SAT [formerly, Scholastic Aptitude Test]) was examined based on major selection and type of potential learning disability using a screening technique proposed by McCallum et al. There were no differences in high school grade point average, college grade point average, or first-year retention rates between students screened as 2e who had a major in line with their academic strength versus those who did not ( p >  .05). However, students screened as 2e based on an exceptionally high math score but a lower reading score yielded statistically significantly higher rates of retention ( p <  .05) than students screened as 2e with the reverse pattern of scores (i.e., gifted in reading with a potential learning disability in math). Implications for screening 2e students are discussed.

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