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The importance of using an indigenous language as a medium of school instruction has been discussed in world education for a long time. This study focuses on the influence of the presence of a native language in the learning process of the students and the impact on their academic achievement, emotional conditions, and post-school lives. A qualitative method of research was used in the study, comprising 12 interviews among Ukrainian/Russian adopted and nonadopted students who attended Utah schools. Information obtained through interviews presented language levels of students (both native and English), academic achievement, and emotional conditions of students during the period of adaptation and after several years' living in the U.S. Interviews also provided information about the roles of schools, friends, and families in the learning process for Language Learning Students and their development of native and English languages. All data in this research is the students' perception of their languages skills, academic achievements, emotional conditions, and support (provided or not) from schools and families. In the chosen cases, the study intends to see if presence of the native language during the learning process in the school keeps influencing students' lives after graduating high school and whether it has an effect on continuing education and job opportunities. This work provides some recommendations on how schools can arrange a positive environment for Language Learning Students, support their native language development, and interact with students' families to achieve the common goal of high academic success and emotional stability of students.

Latino students in the United States face significant challenges including very high student dropout rates and difficulties finding support for student academic success. This research focuses on Latino students who are successful despite these many challenges and explores how these successful students describe their experiences in school. Three successful Latino high school students describe their pathways toward academic achievement in this ethnography, which takes a narrative approach. The student stories illustrate the influence of families, peers, schools, and the interplay between ethnic and academic identity as relevant to how students achieve success. Although these students articulate very different experiences, supports and challenges, all of the students are successful in school, which encourages a reexamination of the ways schools and communities can support minority student success.

Magister Commercii (Industrial Psychology) - MCom(IPS) / Working students encounter challenges and responsibilities at university and work. In attempting to study the books and chapters assigned, meet assignment deadlines, take part in extracurricular activities and function at work, working students may be overwhelmed sensing inadequate time to complete all their responsibilities. These may lead to certain negative outcomes for the working student, such as languishing, poor grades, taking longer than the expected time to complete studies or, in the worse scenario, quitting their studies. The primary aim of this study was to examine and understand the influence of non-cognitive factors (including PsyCap, time management, and grit) on flourishing and the working students’ intention to quit employing correlational and hierarchical regression analysis.

This study investigated the social factors affecting female Hispanic transfer students. The importance of the study relates to the relatively low graduation rates for this population and the fact that the Hispanics represent the fastest growing segment of the population in California. This study explored the topic through qualitative inquiry leading to the formation of a grounded theory. The population was limited to female Hispanic students under the age of 30, who transferred from a local 2 year college, and who applied for graduation. There were two groups: (a) neither parent attended college, and (b) at least one parent attended college. Data collection occurred in three stages: (a) collection and review of demographic data, (b) rating importance of involvement factors, and (c) guided questions to facilitate opportunity for discovery. The most universal finding was that family was their most influential social connection regarding support to attend and graduate from college. This finding was true irrespective of parental educational level. Most of the students felt their experience at the 2 year college was an extension of high school . All of the students had at least some fear about transferring and all of the students held down jobs while attending college. Each student had very a different experience in this process. This led the researcher to caution college and university decision makers to be careful not to oversimplify solutions to this issue. Faculty support was found to be particularly important in this study because the time students did spend on campus was almost exclusively in the classroom. This confirmed that faculty provides a key opportunity for individual attention and support for persisting to graduation. Other researchers should further examine the concept of the Three Connections in Social Integration : (a) personal connections, (b) extra curricular connections, and (c) academic connections. Examine the concept of the Five Stages to Graduation : (a) early experiences, (b) decision to attend the 2 year college, (c) the 2 year college experience, (d) transition, and (e) the 4 year college experience.

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The research purpose was to investigate the relationship between motivation (i.e., Physiological needs, safety and security, belonging, esteem, and self-actualization) determined through the Need Satisfactory Inventory (NSI), gender (i.e., Male, Female) determined through the demographic survey, and the test score on the Illinois Nurse Aide Competency Examination (INACE), i.e., overall INACE performance and overall INACE performance based on six duty areas (i.e., communicating information, performing basic nursing skills, performing personal care, performing basic restorative skills, providing mental health-services, and providing for resident’s rights) of nurse aide students. The study explored the relationship between variables using a non-experimental, associational, and descriptive approach. All the research questions and hypotheses explored the relationship between variables (i.e., motivation and multiple-choice INACE performance) concerning the mean of overall INACE performance and means of INACE performance based on six duty areas using associational inferential statistics (Pearson correlation coefficient r). Keywords: Motivation, Maslow’s Hierarchy of Needs, Academic Achievement, Nurse Aide Students, Standardized Multiple-Choice Academic Test, Multiple Choice Questions, Academic Success, and Academic Performance

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