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1. Students' Intentions and Social Support as Predictors of Self-Reported Academic Behaviors: A Comparison of First- and Continuing-Generation College Students (EJ806245)
Author(s):
Purswell, Katherine E.; Yazedjian, Ani; Toews, Michelle L.
Source:
Journal of College Student Retention: Research, Theory & Practice, v10 n2 p191-206 2008
Pub Date:
2008-00-00
Pub Type(s):
Information Analyses; Journal Articles; Reports - Research
Peer-Reviewed:
Yes
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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2. "It's a Whole New World": A Qualitative Exploration of College Students' Definitions of and Strategies for College Success (EJ789515)
Yazedjian, Ani; Toews, Michelle L.; Sevin, Tessara; Purswell, Katherine E.
Journal of College Student Development, v49 n2 p141-154 Mar-Apr 2008
Journal Articles; Reports - Evaluative
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
3. The Three-Ring Circus of Academia: How to Become the Ringmaster (EJ763372)
Toews, Michelle L.; Yazedjian, Ani
Innovative Higher Education, v32 n2 p113-122 Aug 2007
2007-08-00
Journal Articles; Reports - Descriptive
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
4. College Adjustment among Freshmen: Predictors for White and Hispanic Males and Females (EJ816812)
Toews, Michelle L.; Yazedian, Ani
College Student Journal, v41 n4 p891-900 Dec 2007
2007-12-00
Journal Articles; Reports - Research
Descriptors: Predictor Variables; Student Adjustment; College Freshmen; Hispanic American Students; Whites; Self Esteem; Gender Differences; Racial Differences; Regression (Statistics); Parent Background; Educational Attainment
Abstract: The purpose of this study was to assess personal and interpersonal variables as predictors of college adjustment among a sample of 883 freshmen. Specifically, we examined the extent to which self-esteem, parental education, parental support, and peer support predicted adjustment during the first year of college. Furthermore, we were interested in determining if these predictor variables varied by race and gender. Regression analyses revealed that self-esteem was predictive of better adjustment to college among all groups except Hispanic males. In addition, parents' education level was predictive of overall college adjustment for females regardless of race. Moreover, White females who had supportive peers reported being better adjusted to college. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Adjusting to the First Year of College: Students' Perceptions of the Importance of Parental, Peer, and Institutional Support (EJ798197)
Yazedjian, Ani; Purswell, Katherine E.; Sevin, Tessara; Toews, Michelle L.
Journal of The First-Year Experience & Students in Transition, v19 n2 p29-46 2007
2007-00-00
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
6. Predictors of College Adjustment among Hispanic Students (EJ798186)
Yazedjian, Ani; Toews, Michelle L.
Journal of The First-Year Experience & Students in Transition, v18 n2 p9-29 2006
2006-00-00
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
7. Training Students to Be Better Consumers of Research: Evaluating Empirical Research Reports (EJ725825)
Rodriguez, Ariel; Toews, Michelle L.
College Teaching, v53 n3 p99 Sum 2005
2005-06-22
Descriptors: Social Science Research; Research Reports; Evaluation; Undergraduate Students; Graduate Students; Training; Teaching Methods; Textbooks; Assignments
Abstract: Graduate and undergraduate students are typically required to become educated consumers of research. Yet, research courses generally focus on how to do research rather than how to evaluate it. Therefore, we propose ways in which faculty can help their students become better consumers of research by presenting a brief list of teaching objectives, texts and readings, and assignments that might be part of a stand-alone course on research evaluation or added to a traditional, "practice-focused" research course. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. The Differential Influence of Authoritative Parenting on the Initial Adjustment of Male and Female Traditional College Freshmen. (EJ629727)
Hickman, Gregory P.; Toews, Michelle L.; Andrews, David W.
Journal of the First-Year Experience & Students in Transition, v13 n1 p23-46 Spr 2001
2001-00-00
N/A
Descriptors: Academic Achievement; College Freshmen; Sex Differences; Student Adjustment
Abstract: Surveyed college freshmen to examine the relationship between gender, authoritative parenting, aptitude, self-esteem, initial academic achievement, and overall adjustment. Found that authoritative parenting style was positively related to males' initial grade point average, but not significantly associated with females'. (EV)
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