Over the past few decades, there has been a push to retain and increase URM student participation in STEM fields. To address this need, there are STEM Summer Bridge programs that specifically target underrepresented minority (URM) students to assist with the transition from high school to college. Summer bridge programs were established as a response to the effort to help with the transition from high school to college for first-time students. There are a number of these programs that specifically target URM students with the goal of increasing the diversity within professions that are related to the STEM areas of study. One of the challenges of establishing these programs involves identifying factors such as academic goals, psychological goals, and departmental goals that help first-time URM students succeed in STEM undergraduate programs. This research includes three studies that analyzes the impact of summer bridge programs on first-time students The first study analyzes program goals of summer bridge programs in the southeastern region of the United States, where there is a need for more published reports. The second study analyzes an engineering-focused summer bridge program’s impact on first year success. The results indicated that participation in the program had a significant association with Calculus I success and first semester GPA. The third study analyzes engineering degree and grad/professional school attainment for engineering students. It was found that participation has a significant association with engineering degree attainment. Overall, this study gives researchers a foundation for how engineering-focused summer bridge programs can affect academic success for first-time students. This type of intervention gives students the foundation needed to successfully transition from high school to college. This research shows that the impact produced by summer bridge programs have long term implications that include diversifying the engineering workforce.

Cambodian Americans' (CAs) children still exhibit the second lowest rate of academic achievement in the United States, despite the tenets of the No Child Left Behind Act of 2002 that promote equality in American education. Furthermore, there is a gap in the literature on the relationship between the academic success of Cambodian American students (CASs) and the parents' and the children's factors. Using a structural strain theory of deviance of functionalism theory, this correlational study (a) explored whether education, income, birthplace, and gender of parents and age at immigration and gender of children the determinants of academic success of CASs and (b) examined the dimension of gender practices in CAs' households that might affect CASs' academic success. Survey data were collected from a purposive sample of 153 CASs' parents in Long Beach, CA, using a researcher-developed survey. Multiple linear regression was run for the correlation questions and frequency descriptive statistics were run for the gender practices. Findings indicated a significant relationship (p < .05) between academic success of CASs and the parents' education in Cambodia and the children's age at immigration to America. The descriptive statistics determined gender disparity in the participant households that might affect the academic achievement of female CASs. The positive social change implications stemming from this study include recommendations to school administrators, nonprofits, local government, and federal government to collect segregate data on CASs' academic outcomes, develop social policies and programs, and allocate appropriate fund to support programs and cultural humility and competency training enhancing CASs' success and parents' involvement in their children's education.

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The main aim of this study was to determine whether the locus of control construct could be used to predict academic success. The study differentiated between short-term academic success (successful completion of the first year of study) and long-term academic success (successful completion of pre-graduate degree). Both generalised and domain specific locus of control measurements were used to determine which of these correlate with academic success. A further aim was to investigate the role of self esteem and level of defensiveness in the relationship between locus of control and academic achievement. Four measurement instruments were administered to an effective sample of 53 first year students at the University of Pretoria. The measurement instruments were the Internal, Powerful other and Chance Scales (Levenson, 1981), the Multi-dimensional, Multi-attributional Causality Scale (Lefcourt, 1981), the Social Desirability Scale (Crowne&Marlowe, 1960) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The statistical analyses consisted of descriptive statistics and correlational analyses. Analysis of the data showed no significant correlation between locus of control and academic achievement for the group as a whole but did show a significant positive correlation between long-term academic success and generalised internality among black students. The data further showed a significant negative correlation between self esteem and long-term academic success. Self esteem correlated positively with an external orientation in both black and white students. The only significant predictor of academic success among white students was social desirability. / Dissertation (MA (Research Psychology))--University of Pretoria, 2005. / Psychology / unrestricted

First year students at university level encounter various challenges that might impact on their success or failure. At this level, learning is fairly dependent on extensive and intensive reading, thus the reader should have an adequate vocabulary size to assist with the reading comprehension process. Knowledge of vocabulary (or words) is deemed an essential factor in reading proficiency, mainly because meaning is derived from words and also because of the connection between words and comprehension of text. This study investigated the particular relationship among vocabulary size and vocabulary depth and reading comprehension of 105 first year B.Ed. students majoring in English at a university in the North West Province. Also, the vocabulary test results of two different groups, first and fourth years, were compared to determine if advancement of vocabulary levels occur over the study period of four years. A quantitative research approach was used in which the study population was required to complete standardised vocabulary size and vocabulary depth tests, reading comprehension tests and a survey questionnaire. The results were statistically computed to determine the relationship between vocabulary size and breadth and reading comprehension. The results showed a positive and significant effect size correlation between vocabulary size and depth, and reading comprehension. The participants in the study were mainly Afrikaans speaking students who received their school education in Afrikaans. The instruments used in the research were the Vocabulary Levels test (Nation, 1990), Read’s Word Associates Test (1992) and TOEFL reading comprehension tests. The questionnaire was added to determine previous exposure to English and current reading habits of the participants. A two-tailed Pearson product moment correlation and multiple regression analyses were run in order to determine which of the variables, vocabulary size or depth, makes a more significant contribution to reading comprehension and also to establish which variable was the most significant predictor of academic success in the June examination. Vocabulary size was identified as predictor for success in the June examination; furthermore, if gender is used as independent variable, different vocabulary size tests are identified for males and females. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

First year students at university level encounter various challenges that might impact on their success or failure. At this level, learning is fairly dependent on extensive and intensive reading, thus the reader should have an adequate vocabulary size to assist with the reading comprehension process. Knowledge of vocabulary (or words) is deemed an essential factor in reading proficiency, mainly because meaning is derived from words and also because of the connection between words and comprehension of text. This study investigated the particular relationship among vocabulary size and vocabulary depth and reading comprehension of 105 first year B.Ed. students majoring in English at a university in the North West Province. Also, the vocabulary test results of two different groups, first and fourth years, were compared to determine if advancement of vocabulary levels occur over the study period of four years. A quantitative research approach was used in which the study population was required to complete standardised vocabulary size and vocabulary depth tests, reading comprehension tests and a survey questionnaire. The results were statistically computed to determine the relationship between vocabulary size and breadth and reading comprehension. The results showed a positive and significant effect size correlation between vocabulary size and depth, and reading comprehension. The participants in the study were mainly Afrikaans speaking students who received their school education in Afrikaans. The instruments used in the research were the Vocabulary Levels test (Nation, 1990), Read’s Word Associates Test (1992) and TOEFL reading comprehension tests. The questionnaire was added to determine previous exposure to English and current reading habits of the participants. A two-tailed Pearson product moment correlation and multiple regression analyses were run in order to determine which of the variables, vocabulary size or depth, makes a more significant contribution to reading comprehension and also to establish which variable was the most significant predictor of academic success in the June examination. Vocabulary size was identified as predictor for success in the June examination; furthermore, if gender is used as independent variable, different vocabulary size tests are identified for males and females. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

The purpose of this study was to examine the extent to which controllable institutional variables, as perceived by Black college students, are related to their academic performance. The population for this study came from an historically Black college in Atlanta, Georgia. Using an Ex Post Facto research design, the study focused on the freshman year experience by asking 38 second year computer science and mathematics majors to review their freshman year retrospectively. Data were collected from the population using the Student Survey on Awareness and Utilization Instrument. Pearson correlation and regression were used to analyze the data. The study revealed that there is a significant relationship between 7 of the awareness and utilization variables (independent) and students• academic performance (dependent). The study concludes by recommending that colleges institutionalize certain practices for freshmen in order to enhance their academic prowess.

The problem of the study is to investigate the effect of sex differences in the use of the California Achievement Tests and the California Test of Mental Maturity in predicting academic success in high school. The specific predictors which are analyzed for sex differences are verbal intelligence quotient from the California Test of Mental Maturity and reading vocabulary, reading comprehension, arithmetic achievement, and language achievement from the California Achievement Tests.

The problem of this study was to ascertain the relationship of certain conative factors of intellectually gifted students to academic success» It involved & comparative analysis of the relationship of those conative factors of intellectually gifted students who were nominated for a program of advanced study in the seventh grade of Junior high school and of intellectually gifted students who were not nominated, this study further involved a comparative analysis of those conative factors as they related to students who were successful in an advanced study program in the seventh grade of junior high school and those students who were less successful.

The overall purpose of the investigation was to determine the existence and extent of several relationships regarding the college student's seating position in the classroom.The design also included provisions for determining the relationships between the student's choice of seat and their academic achievement, academic ability, self-concept, self-acceptance, self-actual1zlng values, self regard, self-acceptance, initial expression of interest in the course, initial estimate of difficulty expected in the course, and initial estimate of his final grade in the course.