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Descriptors:
First Generation College Students; College Freshmen; Student Attitudes; Intention; Predictor Variables; Multiple Regression Analysis; Parent Student Relationship; Peer Relationship; Social Support Groups; Student Behavior

Abstract:
The purpose of this analysis was to examine academic intentions, parental support, and peer support as predictors of self-reported academic behaviors among a sample of 329 first- and continuing-generation college freshmen. Regression analyses revealed that different variables predicted academic behaviors for the three groups examined (students whose parents had no college experience, some college experience, or a college degree). Specifically, all three independent variables--intention, parental support, and peer support--were predictive of self-reported academic behavior for students whose parents had at least a bachelor's degree. However, peer support was the only variable predictive of academic behavior for the students whose parents had some college experience and intention was the only significant predictor for first-generation college students. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Integration; Focus Groups; Academic Achievement; College Environment; Interviews; College Students; Student Attitudes; Student Adjustment; Individual Development; Services

Abstract:
This study used focus group interviews to explore 22 students' definitions of and strategies for college success. Students' narratives revealed their definitions of success were multifaceted and encompassed how they were doing academically, their degree of social integration, and their perceived ability to navigate the college environment. In addition, although students described a range of strategies that contributed to their academic success, their reports revealed they did not always employ those strategies. These findings affirm that institutions should continue providing services that support students' academic success, while also promoting their personal development and social integration. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Faculty College Relationship; Employees; Responsibility; Coping; Faculty Workload

Abstract:
The three-ring circus of academia is made up of research, teaching, and service. It is also characterized by continuous action that must be facilitated by the academic ringmaster. Academic life is more difficult than most anticipate because the responsibilities are time-consuming, diverse, and conflicting. Therefore, this article focuses on strategies faculty members can develop to meet these pressing demands. Specifically, we begin with a discussion of how to balance research, teaching, and service. We then highlight strategies faculty members can use in becoming an effective academic ringmaster. We conclude with a discussion of life outside the "big top." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Grade Point Average; Focus Groups; Student Adjustment; College Freshmen; Parent Influence; Peer Influence; Educational Environment; Student Personnel Services; Parent Child Relationship; Friendship

Abstract:
The goal of this analysis was to explore students' perceptions of the role of supportive relationships in their adjustment during their first year of college. A total of 22 second-year students, who had a GPA of 2.0 or higher (the university's standard of academic success), reflected on their first year during focus group interviews. Students' narratives revealed that support from parents, peers, and the institution facilitated their adjustment to college. However, these support systems sometimes hindered their adjustment as well. Understanding how the same factors can both help and hinder students as they adjust to college is useful for developing, implementing, and evaluating activities and services aimed at facilitating students' adjustment to their new environment. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Small Group Instruction; Group Activities; Lecture Method; Cooperative Learning; Instructional Effectiveness; Higher Education; Accountability; Course Content; Teaching Methods; Active Learning

Abstract:
This study examines student perceptions regarding the effectiveness of small-group work in a large lecture class. The article considers and illustrates from students' perspectives the ways in which small-group activities could enhance comprehension of course material, reduce anonymity associated with large lecture classes, and promote student accountability. In addition, strategies for incorporating these types of activities into the structure of a large lecture class are provided. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethnicity; Student Adjustment; Hispanic American Students; College Freshmen; Interpersonal Relationship; Predictor Variables; Self Esteem; Acculturation; Parent Influence; Educational Attainment; Parent Child Relationship; Attachment Behavior

Abstract:
The purpose of this study is to assess personal and interpersonal predictors of college adjustment among a sample of 190 first-year Hispanic students. Specifically, we examined the extent to which personal factors such as self-esteem, acculturation, and ethnic identity and interpersonal factors such as parental education and parental attachment predicted adjustment during the first year of college. A hierarchical regression revealed that students' personal and interpersonal variables were predictive of overall college adjustment during the first college year. Although independently related to overall college adjustment, interpersonal factors did not lead to a significant increase in variance explained in the dependent variable. (Contains 2 notes and 3 tables.) [Study supported by a Research Enhancement Grant awarded by Texas State University.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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