scholarly journals Career development events as a predictor of fall-to-fall retention of first-year college students

2020 ◽  
Author(s):  
◽  
Rodney K. Barr
Keyword(s):  
College Students ◽  
High School ◽  
Career Development ◽  
Student Retention ◽  
Agricultural Education ◽  
First Year ◽  
Full Time ◽  
Study Results ◽  
Career Development Events ◽  
The Impact

Career development events (CDEs) play an essential role in agricultural education programs and the National FFA Organization. The competitive events are promoted as tools to develop career and college readiness of high school students. This study examined whether participation and performance in agricultural education CDEs in high school can predict retention of first-year, first-time, full-time college students enrolled in agricultural sciences at a regional, Midwest, public university. For the quantitative study, the predictive correlation design utilized chi-square tests and binomial logistic regression analyses. The study results indicate that a significant relationship exists between participation in CDEs and college retention. Also, results signal performance in CDEs has a minimal impact on student retention. Recommendations for further research include conducting the same study on a larger scale, including additional states and universities, examining the effect of CDEs on degree program selection, and the impact of nontraditional predictors for student retention.

scholarly journals COMPARISON OF THE FIRST YEAR LEARNING OUTCOMES OF DUAL AND NONDUAL STUDENTS IN THE LIGHT OF THE INPUT COMPETENCE SURVEY

2021 ◽  
Author(s):  
Róbert Pap-Szigeti ◽  
◽  
Erika Török ◽  
Keyword(s):  
Learning Outcomes ◽  
First Year ◽  
Full Time ◽  
Strong Selection ◽  
Training Systems ◽  
Study Results ◽  
German Model ◽  
The Impact ◽  
Better Than

The number of students taking part in, and the courses involved in dual education have multiplied since the dual education was introduced. At our university, in the last seven years, some hundreds of students have participated in the training based on the German model, implemented in cooperation with partner companies. Based on our assumptions at the beginning of the dual training and the experiences accumulated during the training we assume that in general, more motivated students, the ones who are eager to learn and meet the requirements chose this form of education. The double filter (university and company) makes it possible to choose the best students. The strong selection and the stricter education criteria set by the form of the training (the required progress according to the sample curriculum) results in the students’ achievements which are significantly better than the non-dual students’ results. Thanks to the input surveys regarding the dual and non-dual students which have been conducted since 2010 in our institutions, it is possible to measure the competence of dual and non-dual students at the beginning of the training, and we can also get information about the differences between the two groups and compare the achievements of dual students with the non-dual students. This examination gives a chance to examine how successful the training was for the dual students. The sample of our research consisted of the first year BSc full time students (n = 1,341). We applied the sample adjustment according to the points of the entrance tests when we analysed the achievements of the different training systems. In our presentation, we demonstrate the main areas of the competence survey, the results reached in those areas, the differences between the achievements in those areas, the impact of the input results on the success of learning (the impact of the differences on the results of the first year) in case of dual and non-dual students. We highlight those areas which significantly influence the study results regardless of training forms.

scholarly journals Relationship between High School Student Participation in State-level Future Farmers of America Career Development Events and Matriculation at the Host University: A Case Study in Horticulture at Kansas State University

2016 ◽  
Vol 26 (6) ◽  
pp. 862-868 ◽  
Author(s):  
Kimberly A. Williams ◽  
Chad T. Miller ◽  
Ward Upham
Keyword(s):  
High School ◽  
High School Students ◽  
Career Development ◽  
State Level ◽  
The United States ◽  
Future Farmers Of America ◽  
State University ◽  
School Students ◽  
Kansas State University ◽  
Career Development Events

In recent years, many horticulture departments around the United States have been concerned with recruiting and retaining an adequate number of students. One potential recruitment opportunity is the horticulture Future Farmers of America (FFA) Career Development Events (CDEs). For the time period of 1999 to 2012 (14 years), 1462 students participated in the annual state-level horticulture contests, comprising floriculture and nursery/landscape CDEs, held at Kansas State University (KSU). Using the rosters from these two CDEs, we referenced the university’s student information database to determine whether the high school students who participated as FFA horticulture CDE contestants ultimately matriculated to KSU. Fifty-two percent of former FFA horticulture CDE participants were accepted to KSU and 32% matriculated. Of these, 58% enrolled in the College of Agriculture and 19% majored in horticulture. Therefore, 3.5% of total horticulture CDE participants majored in horticulture at KSU. Students who participated in more than one horticulture CDE over time were more likely to major in horticulture at KSU compared with students who competed only once. Thirty-nine percent of students who participated in both horticulture CDEs pursued a baccalaureate program in horticulture. These two student characteristics could be used as indicator data points to target recruitment of future horticulture students. Data about the high school programs that generated contest participants were also summarized. Exceling in the CDE contests was not an indicator CDE participants would pursue a baccalaureate degree in horticulture. These analyses suggest FFA CDEs have some potential to optimize student recruitment efforts.

303 Sleep Midpoint and Efficiency Moderate the Link Between Stress and Academic Cognitions in Latinx College Students

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A121-A121
Author(s):  
Jeri Sasser ◽  
Emma Lecarie ◽  
Michaela Gusman ◽  
HyeJung Park ◽  
Leah Doane
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Minority Group ◽  
Well Being ◽  
Sleep Efficiency ◽  
First Year ◽  
T1 And T2 ◽  
College Stress ◽  
The Impact

Abstract Introduction Latinx students are the largest ethnic/racial minority group in higher education, but are also the group least likely to graduate from a four-year institution. Research suggests that heightened stress perceptions may impede college students’ ability to perform well academically. Poorer sleep may compound the impact of stress on academic functioning. The present study examined the multiplicative effect of college-stress and actigraphy-measured sleep on academic cognitions within-and-across semesters. Methods 209 Latinx college students (Mage=18.95; 64.4% female, 85.1% Mexican descent) were assessed in the spring of the first year of college (T1) and fall of the second year (T2). At T1, participants wore an actigraph watch for 7 nights to measure total sleep time, sleep efficiency, and sleep midpoint. College-stress was assessed at T1 using the College Stress Scale. At T1 and T2, participants completed the Behavioral-Emotional-Cognitive School Engagement Scale, the Academic Self-Efficacy Scale, and a scale assessing academic motivation. Confirmatory factor analysis (CFA) was conducted to assess the model fit of a two-factor model representing academic cognitions (engagement, self-efficacy, motivation) at T1 and T2. Latent variable path analysis models testing for moderation were conducted using Mplus. Results The CFA indicated excellent fit (χ2(5)= 2.91, p=.71, RMSEA=.00, CFI=1.00, TLI=1.01, SRMR=.02). College-stress was concurrently (β=-.19, p=.02), but not longitudinally, associated with academic cognitions. Sleep midpoint predicted academic cognitions at T1 (β=-.24, p<.01) and T2 (β=-.18, p=.03). Sleep efficiency (β=.18, p=.01) and sleep midpoint (β=-.17, p=.02) moderated associations between college-stress and T2 academic cognitions. Higher college-stress was longitudinally linked with lower academic cognitions for students with lower sleep efficiency (b=-.12, p=.01) and later sleep midpoints (b=-.14, p=.01). Conclusion Greater college-stress is concurrently linked with lower academic cognitions, whereas later sleep timing has both immediate and enduring consequences on students’ academic mindsets. The impact of college-stress on academic cognitions may depend on the quality and timing of sleep at the time of these stress perceptions. Programs that address stress reduction and sleep health may be promising interventions for improving academic well-being among first-year Latinx college students. Support (if any) This work was supported by a William T. Grant Foundation Scholars Award (184370) to L.D. Doane.

The Impact of Transitions to Distance and Full-Time Education during a Pandemic on the Psychological Condition of College Students

2021 ◽  
Vol 18 (2) ◽  
pp. 82-89
Author(s):  
V.S. Krasnoborova
Keyword(s):  
College Students ◽  
Distance Learning ◽  
Psychological Help ◽  
Psychological State ◽  
Full Time ◽  
Psychological Condition ◽  
Training Format ◽  
The Impact ◽  
Academic Year ◽  
Epidemiological Situation

The work is aimed at analyzing the psychological state in the students of the college of music in connection with several transitions to full-time and distance learning during the COVID-19 pandemic during the 2020-2021 academic year. The study involved 95 students who applied for individual psychological help from a teacher-psychologist of the school. A total of 302 psychological consultations were conducted during the academic year. Within the framework of this study, it is assumed that the tense epidemiological situation and constant changes in the training format can worsen the psychological state of students. The analysis of the number of consultations in each month of the academic year was carried out and these data were compared with the transition to a particular form of education. The most popular topics of psychological consultations in each month of the academic year are also identified.

Does Delivery Location Matter? A National Study of the Impact of Dual Enrollment on College Readiness and Early Academic Momentum

2021 ◽  
Vol 123 (4) ◽  
pp. 1-32
Author(s):  
Xiaodan Hu ◽  
Hsun-Yu Chan
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
College Readiness ◽  
Dual Enrollment ◽  
College Campus ◽  
Socioeconomic Background ◽  
Full Time ◽  
The Impact ◽  
Academic Momentum ◽  
Delivery Location

Background/Context Although dual enrollment (DE) programs have indicated positive impact on various high school and postsecondary outcomes, access to DE programs remains unequal; historically marginalized students are less likely than other students to attempt college credits in high school. Despite DE being a widely adopted program at the state level, these programs vary greatly by eligibility criteria, funding models, delivery location, and modality. Purpose/Objective/Research Question/Focus of Study Guided by prominent learning theories, we hypothesize that the influence of early DE on later educational pathways and outcomes may vary by the location in which DE is delivered. This study examines whether the delivery location of DE (i.e., on a college campus or otherwise) influences students’ college readiness and first-year academic momentum in college, with a special focus on its heterogeneous effect among students of diverse racial and socioeconomic background. Research Design Using the restricted-use data from High School Longitudinal Study of 2009 (HSLS:09), we use a quasi-experimental approach (i.e., inverse probability weighting models) with a nationally representative sample of students who have taken at least one DE course by 11th grade. Findings/Results The findings reveal that students who took at least one DE course on a college campus do not differ in their cumulative high school GPA, in their probability of attending college, in whether they took developmental courses, in whether they attended college immediately after high school graduation, and in their probability of full-time enrollment when compared with those who took DE course(s) elsewhere. However, the findings are not applicable to all students of varying background defined by race/ethnicity and socioeconomic status. Conclusions/Recommendations This study provides several implications: (1) Because DE courses taken on a high school or college campus equally fuel students’ college readiness and early academic momentum, advising practices should acknowledge the benefits of DE courses regardless of delivery location. (2) DE participation with college exposure may particularly benefit students of higher socioeconomic status (SES), so interventions that offer holistic college experiences beyond academic work are needed to effectively prepare lower SES students for college life and accumulate academic momentum are needed. (3) States and educational entities should be mindful about the potential disparate effect of DE programs and provide regulation, oversight, and quality assurance so that these programs can narrow the postsecondary achievement gap.

scholarly journals Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution

2017 ◽  
Vol 19 (2/3) ◽  
pp. 97-121 ◽  
Author(s):  
Alexandros Chrysikos ◽  
Ejaz Ahmed ◽  
Rupert Ward
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Education Institution ◽  
Integration Theory ◽  
First Year ◽  
Higher Education Institution ◽  
Content Type ◽  
Student Integration ◽  
Study Results ◽  
Uk Higher Education

Purpose Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI). Design/methodology/approach The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed using the structural equation modelling technique. Findings The study results indicate that Tinto’s student integration theory is useful in analysing student retention, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new approach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institutional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefits, appropriate services or programmes, such as student support systems, can have their maximum benefits. Originality/value The authors mapped behavioural-related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK HEI by employing Tinto’s model. This is the first time the model has been tested in this context.

scholarly journals Positive perceptions of beer consumption among portuguese university students

2020 ◽  
Vol 20 (2) ◽  
pp. 97-104
Author(s):  
Joana R. Casanova ◽  
Margarida Gaspar Matos ◽  
María del Carmen Pérez Fuentes ◽  
Leandro S. Almeida
Keyword(s):  
College Students ◽  
Alcohol Consumption ◽  
Model Fit ◽  
First Year ◽  
Negative Effects ◽  
First Year College ◽  
Beer Consumption ◽  
First Year College Students ◽  
Individual Variables ◽  
The Impact

The abusive consumption of alcohol by college students has negative effects on both individual and public health. Positive expectations about alcohol are related to behaviours and patterns of consumption frequently acquired in adolescence. Objective. This study analyses the impact of individual variables (gender, age at first drink, being away from home, and first option degree course) on beer consumption in first-year college students. The moderating effect of positive perceptions about alcohol consumption will also be considered. Method. The sample comprised 214 first-year college students at a Portuguese public university. Results. Positive perceptions of alcohol consumption had an impact on levels of beer consumption and the rate of beer consumption could be explained by just four student variables: age at first drink, gender, first option degree course, and positive perceptions of alcohol consumption. The indices of model fit were adequate. Conclusions. Interventions targeting reductions of student’s alcohol consumption should consider the effects of positive perceptions of alcohol.

Mass Instruction or Higher Learning? The Impact of College Class Size on Student Retention and Graduation

2018 ◽  
Vol 13 (1) ◽  
pp. 97-118 ◽  
Author(s):  
Eric P. Bettinger ◽  
Bridget Terry Long
Keyword(s):  
College Students ◽  
Student Retention ◽  
Degree Completion ◽  
Class Size ◽  
Higher Learning ◽  
Secondary Schooling ◽  
Long Run ◽  
College Class ◽  
The Impact ◽  
Instrumental Variables Approach

This paper measures the effects of collegiate class size on college retention and graduation. Class size is a perennial issue in research on primary and secondary schooling. Few researchers have focused on the causal impacts of collegiate class size, however. Whereas college students have greater choice of classes, selection problems and nonrandom sorting make it difficult to estimate causal impacts. Using unique data and exogenous variation in class size, we estimate the impacts of class size using a sample of nearly 60,000 four-year college students. Using an instrumental variables approach to control for selection bias, the results suggest an increase in collegiate class size leads to an increase in dropout rates and a reduction in on-time degree completion, but no change in long-run degree completion.

The Impact of School Nurses in Kentucky Public High Schools

2018 ◽  
Vol 35 (6) ◽  
pp. 434-441 ◽  
Author(s):  
Teena Darnell ◽  
Kathy Hager ◽  
Paul D. Loprinzi
Keyword(s):  
High Schools ◽  
Graduation Rates ◽  
Participation Rate ◽  
American College Test ◽  
School Nurses ◽  
Public High Schools ◽  
Full Time ◽  
Act Scores ◽  
Study Results ◽  
The Impact

The purpose of this study was to examine the relationship between school nurse presence and graduation rates, absenteeism, and American College Test (ACT) scores. A state-wide survey of all public high schools was undertaken (participation rate of 99.1%). Survey data obtained from individual high schools provided information on the employment status of school nurses. In addition to nurse presence determined by the survey, open-access electronic databases were used to determine graduation rates, absenteeism, ACT scores, money spent per pupil, gender, race–ethnicity proportion, and incarceration data. Study findings showed a possible relationship between students attending schools with a full-time nurse and significantly higher graduation rates, lower absenteeism, and higher ACT scores. The study results suggest that school nurses may contribute not just to health outcomes but to improved academic and economic outcomes as well. Of course, future work is needed to confirm these assertions.

scholarly journals Effects of Mound Versus Flat-Ground Pitching and Distance on Arm Mechanics and Elbow Torque in High School Pitchers

2020 ◽  
Vol 8 (12) ◽  
pp. 232596712096924
Author(s):  
Brittany Dowling ◽  
Kathryn D. McElheny ◽  
Christopher L. Camp ◽  
Daphne I. Ling ◽  
Joshua S. Dines
Keyword(s):  
High School ◽  
Mixed Effects Models ◽  
Multivariable Model ◽  
Linear Mixed Effects ◽  
Study Results ◽  
Ball Velocity ◽  
Surrogate Measure ◽  
Baseball Pitchers ◽  
The Impact ◽  
Flat Ground

Background: Although the monitoring of a pitcher’s throwing arm workload has become a hot topic in both research and the pitching world, the impact of mound height and distance still remains unclear. Purpose: To compare the kinetics and kinematics between pitches from a mound and flat ground at 2 different distances. Study Design: Descriptive laboratory study. Methods: A total of 21 healthy high school varsity baseball pitchers (age, 16.2 ± 1.3 years; weight, 73.6 ± 11.0 kg; height, 181.3 ± 6.4 cm) participated in this study. Players were fitted with a motusBASEBALL sensor and sleeve. Each pitcher was instructed to pitch 5 fastballs under 4 conditions: mound at 60.5 ft (regulation distance), flat ground at 60.5 ft, mound at 50.5 ft, and flat ground at 50.5 ft. Linear mixed-effects models were used to account for both intra- and interplayer variability. A multivariable model was used to evaluate the association of mound pitching, flat-ground pitching, and their distances (50.5 ft and 60.5 ft), and their interaction to arm speed, arm slot, arm rotation, elbow varus torque, and ball velocity. Results: There were no statistically significant effects of mound, flat-ground, or distance variation on arm speed or shoulder rotation. Arm slot was significantly higher (+3.0°; P = .02) on pitches from the mound at 60.5 ft compared with 50.5 ft. Elbow varus torque was lower (–1.5 N·m; P = .02) on mound pitches at 60.5 ft compared with 50.5 ft. Pitches thrown from the mound displayed significantly faster ball velocity compared with flat-ground pitches at both distances ( P < .01 for both), with pitches at 60.5 ft having higher velocity (+0.7 m/s; P < .01). Conclusion: Contrary to long-standing notions, the study results suggest that pitching from the mound does not significantly increase stress on the elbow compared with flat-ground pitching. Lower elbow varus torque and faster ball velocity at the regulation distance compared with the reduced distance indicate that elbow stress and ball velocity may not correlate perfectly, and radar guns may not be an appropriate surrogate measure of elbow varus torque. Clinical Relevance: A better understanding of the kinetic and kinematic implications of various throwing programs will allow for the designing of programs that are driven by objective data with aims directed toward injury prevention and rehabilitation in baseball pitchers.

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