Motivation And Persistence Of College Students Who Are Parents Compared To Non Parent College Students
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Motivation And Persistence Of College Students Who Are Parents Compared To Non Parent College Students
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Author : Elyse D'nn Lovell
language : en
Publisher:
Release Date : 2011
Motivation And Persistence Of College Students Who Are Parents Compared To Non Parent College Students written by Elyse D'nn Lovell and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with Adult college students categories.
The purpose of this quantitative comparative analysis study was to determine the factors that contribute to motivation and persistence among undergraduate college students who are parents compared to those students who are not parents. It is important that administrators, faculty, and support staffs know what undergraduate college student-parents report as factors which are contributions or hindrances to their motivation to enroll and persist in achieving degree attainment success when compared to students who are not parents. The results of this study can be used by administrators, faculty, and support staffs as they recruit students, enroll students, retain students, revise current programs, and create new programs. In this study, three hundred and twenty three students were administered a survey (designed from two existing surveys) distributed one week before the semester ended, spring, 2011; ninety four parents and two hundred and twenty nine non-parents responded to questions about five persistence factors (enrollment barriers, decision to continue attending college, classroom experiences, student services and attainment goals) and one factor of motivation. The difference between persistence and motivation is that persistence questions were more specific to academics, while motivation questions were both academic and personal (intrinsic). The results showed parental status predicted persistence to continue attending college, classroom experiences and perceptions of student services. Parents showed higher levels of persistence survey scores than non-parents to continue attending college, classroom experiences and student services. Differences in motivation were unclear. In addition to student-parent status, individual student characteristics of age, marital status, and gender showed significance for predicting enrollment, attainment and student services. Non-traditional age students had lower levels of survey response for barriers in enrollment. Married students had lower levels of survey response for the attainment of goals. Females showed higher levels of survey response for student services. This study concludes that persistence factors were different between parenthood, age, marital status, and gender while differences in motivation remain unclear when comparing student-parents and students who are not parents.
Resources For College Students Who Are Parents
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Author : Aymie Guerrero
language : en
Publisher:
Release Date : 2021
Resources For College Students Who Are Parents written by Aymie Guerrero and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with categories.
Student-Parents are a growing sub-population found within institutions of higher education (IHE), but are these student-parents receiving the support they need to succeed throughout their journey in higher education? Benefitting resources include spaces that welcome students and their young children (Graff, Ridge, & Zaugg, 2019) and hindering obstacles include non-existing policies (Moreau, 2016). There is a dearth of data on just how many student-parents are currently enrolled as students or to what extent IHEs provide supportive initiatives and policies or are barely aware of their existence and specific needs. This ethnographic single case study examines the experience of one Latinx student-parent through the lens of Maslow's (1943) Hierarchy of Needs and Motivation and current literature related to student-parents and IHEs. The participant's journal entries and recall of positive and negative experiences are used to investigate what was and was not provided by the respective university to support the participant's journey in obtaining a degree. While this thesis is the study of a single case, there is reason to believe that her story is not unique or uncommon. By elevating this issue, universities can explore systems in place that make a vast positive difference in the lives of student-parents and their families, as well as to identify those systems and beliefs that create barriers and challenges.
Conversations About Adult Learning In Our Complex World
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Author : Carrie J. Boden
language : en
Publisher: IAP
Release Date : 2012-12-01
Conversations About Adult Learning In Our Complex World written by Carrie J. Boden and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-12-01 with Education categories.
We recognize that our society and demands for lifelong learning changes rapidly, and needs to continue to be rapidly effectively infused in changing forms into the teaching and learning process. Conversations about Adult Learning in Our Complex World focuses the study of adult learning to address the issues of living and learning within a complex world- the epitome of the 21st century. Readers will find that this book is valuable for a wide variety of professors, researchers, practitioners, and students in fields related to adult learning and adult education as it reveals emerging research and trends relevant for today and tomorrow. Moreover, this publication represents some of the most innovative and thoughtful scholarship resulting from the work of the Adult Higher Education Alliance and, arguably, the field of adult education. The book is arranged thematically in five sections, each one dealing with a domain where intercultural competence and other fundamental skills may improve the learning experiences for adult learners. The sections include, The Learning Environment and Authentic Teaching, Interculturally Competent Classroom Practices, Programming for Adults—Redesigning University to Serve Adult Learners, Professional Development, Teacher Training, and Leadership Development, and Meaningful Assessment of Programs for Adults.
Student Parents Counternarratives And Campus Climate
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Author : Lauren Talbourdet
language : en
Publisher:
Release Date : 2017
Student Parents Counternarratives And Campus Climate written by Lauren Talbourdet and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with categories.
Student parents, or those raising dependent children while in school, are a growing facet of nontraditional students present on college campuses; they currently represent a quarter of undergraduate students in the United States. Despite their growing numbers, student parents struggle to graduate and complete their postsecondary educations, which cuts them and their families off from the benefits of having a college degree. Contributing to their struggles with success in college is an unwelcoming campus climate. In the present study, campus climate for student parents was studied using data from public, online interviews with student parents published in educational resource blogs and newspapers in the United States. Using data from 27 student mothers that were interviewed in this format, the study analyzed relationships with faculty, non parent peers, and fellow student parents. The study also examined student parents' feelings of role conflict and their ability to succeed in higher education. Applying the knowledge of counternarratives, content for a student parent counternarrative is suggested, along with a series of institutional-level policies for college administrators to make a more welcoming environment for student parents.
Building Sustainable Futures For Adult Learners
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Author : Jennifer K. Holtz
language : en
Publisher: IAP
Release Date : 2014-10-01
Building Sustainable Futures For Adult Learners written by Jennifer K. Holtz and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-10-01 with Education categories.
Building Sustainable Futures for Adult Learners is an edited and refereed collection of papers published in conjunction with the joint Adult Higher Educational Alliance (AHEA) and American Association of Adult and Continuing Education Conferences (AAACE). This book is the third in a series of scholarly publications associated with the annual AHEA conference. The book is arranged thematically according to the topics of submissions. Building Sustainable Futures is important because it fills a unique niche in the field of adult education, extends the scope of AHEA to a larger audience, and offers a current volume for scholars and practitioners based on both research and practice-based research.
A Comparative Study Of High Risk Undergraduate Persisters And Non Persisters
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Author : Judy Kaoru Sakaki
language : en
Publisher:
Release Date : 1991
A Comparative Study Of High Risk Undergraduate Persisters And Non Persisters written by Judy Kaoru Sakaki and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1991 with College attendance categories.
The Role Of Parental And Family Involvement In The Persistence Of Freshman First Generation College Students
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Author : Ray O. Grant
language : en
Publisher:
Release Date : 2020
The Role Of Parental And Family Involvement In The Persistence Of Freshman First Generation College Students written by Ray O. Grant and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Academic achievement categories.
The number of first-generation college students has increased steadily over the years. These students faced many barriers to their academic success as they transitioned to college including limited support from family members. This qualitative study utilized a phenomenological approach to understand what role, if any, the support of parents and family helped first-generation students to persist in their academics during the first year of college. Six sophomore first-generation college students from a private Catholic institution in an urban setting in the Midwest were interviewed for the study along with six of their family members. The sophomore first-generation students reflected on their experiences during the first year of college. Participants discussed how they perceived and understood family support in their home life, the relationships between students and parents, and the way students interacted with their peers. Three findings emerged from the research: (1) the support provided by parents was instrumental in helping first-generation college students persist during their first year in school, (2) students and parents understood the college experience from different points of views, resulting in family tension and a "push and pull" dynamic that fostered an educational resilience among the students, (3) parents were more able to support students with financial resources and emotional encouragement and less able to address mental health issues. These findings showed the need for parental programming to support the educational experiences of first-generation college students and mechanisms to help parents become aware of the mental health challenges of students.
The Effects Of Parents Education Levels On Students Persistence In College
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Author : Xiaoqin Cai
language : en
Publisher:
Release Date : 2014
The Effects Of Parents Education Levels On Students Persistence In College written by Xiaoqin Cai and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with Education categories.
This study examines the effects of parental educational attainment levels on students' first-to-second year persistence in college. Data for the present study are drawn from the Education Longitudinal Study of 2002 (ELS: 2002), sponsored by the National Center for Education Statistics. Logistic regression analysis is used to assess the influence of parents' highest completed years of schooling on the likelihood that their college freshman remains enrolled through his or her sophomore years - the length of the observation period available in the ELS data. The results indicate that holding other variables constant, students whose parents have higher levels of educational attainment are more likely to persist than those whose parents have lower levels of education. Specifically, students whose parents completed college are at least 2.5 times more likely to remain enrolled for the first two years of college than students whose parents did not. The primary mechanisms of this effect are parents' aspirations for kids, students' expectations for themselves, and parental engagement. This paper concludes with a discussion of implications for higher education retention policies and further research.
Background And Non Cognitive Factors Influencing Academic Persistence Decisions In College Freshmen
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Author : K. James Walsh
language : en
Publisher:
Release Date : 2013
Background And Non Cognitive Factors Influencing Academic Persistence Decisions In College Freshmen written by K. James Walsh and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with Academic achievement categories.
As the retention rate of college freshmen increases, Tinto's (1993) model of academic persistence conceptualizes several dimensions of students' voluntary dropout. This study examined both personal and parental factors that may impact the academic persistence decisions of freshmen college students: 1) parental educational attainment; 2) parental valuing of education; 3) high school grade point average (GPA); 4) residential status (on- versus off-campus); 5) educational self-efficacy; 6) self-esteem; 7) personal valuing of education; 8) perceived academic preparation; and 9) academic expectations. The study sample consisted of 378 freshmen college students at a large southwestern university who were recruited from 23 sections of a 100-level class intended to promote academic success. The participants in this cross-sectional study were restricted to freshman level students and 18 and 19 years old in accordance with Erikson's (1968) Identity stage of psychosocial development. A hierarchical regression analysis revealed that academic persistence decisions were predicted by residential status and self-beliefs, which consisted of: educational self-efficacy, self-esteem, personal valuing of education, perceived academic preparation, and academic expectations. Parental valuing of education was a significant predictor of academic persistence decisions until self-beliefs were added to construct the full model. Although self-beliefs were collectively the most powerful predictors of persistence decisions, accounting for 22.8% of the variance, examination of the beta weights revealed that self-esteem, educational self-efficacy, and personal valuing of education were the most powerful predictors, while academic expectations approached significance. Residential status was also a significant predictor and accounted for a small but significant variance (1.6%) in academic persistence decisions. A significant multivariate difference was found between students living on campus and those living off campus. Follow-up ANOVAs revealed differences in mother's education and in parental valuing of education. These findings suggest that researchers, counselors, and college policy-makers consider on-campus living variables as well as students' self-beliefs when considering academic persistence decisions in college freshmen.
Talking About Leaving
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Author : Elaine Seymour
language : en
Publisher: Westview Press
Release Date : 2000-08-01
Talking About Leaving written by Elaine Seymour and has been published by Westview Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000-08-01 with Social Science categories.
This intriguing book explores the reasons that lead undergraduates of above-average ability to switch from science, mathematics, and engineering majors into nonscience majors. Based on a three-year, seven-campus study, the volume takes up the ongoing national debate about the quality of undergraduate education in these fields, offering explanations for net losses of students to non-science majors. Data show that approximately 40 percent of undergraduate students leave engineering programs, 50 percent leave the physical and biological sciences, and 60 percent leave mathematics. Concern about this waste of talent is heightened because these losses occur among the most highly qualified college entrants and are disproportionately greater among women and students of color, despite a serious national effort to improve their recruitment and retention. The authors' findings, culled from over 600 hours of ethnographic interviews and focus group discussions with undergraduates, explain the intended and unintended consequences of some traditional teaching practices and attitudes. Talking about Leaving is richly illustrated with students' accounts of their own experiences in the sciences. This is a landmark study-an essential source book for all those concerned with changing the ways that we teach science, mathematics, and engineering education, and with opening these fields to a more diverse student body.