The purpose of this study was to develop and test a conceptual model of influences of motivational factors and quality of effort on two freshman-year developmental outcomes. Literature on college effects indicates the importance of student characteristics in determining college outcomes, but does not provide evidence concerning the influences that students' nonacademic goals have on their growth and development. A sample of freshmen dormitory residents responded to the College Student Experiences questionnaire. Goals data were provided by a survey conducted during freshmen orientation. Ordinary least squares regression analyses were used to estimate effects of quality of effort dimensions, motivational factors (including goals for college), and four background characteristics on two outcomes--perceived personal-social gains and perceived intellectual gains. The hypothesized model did not fit the data. Highly intercorrelated quality of effort scores introduced multi-collinearity and led to unreliable estimates of the independent effects of the three quality of effort dimensions. The implications of collinearity and other characteristics of the data for interpretation of results were discussed. Regression results indicated that, among the motivational factors, the importance of social goals contributed the most to student estimates of personal-social gains while educational aspirations and certainty about major and career contributed the most to student estimates of intellectual gains. The relationships were partially mediated by quality of effort although interpretation of the indirect effects was limited by the collinearity of quality of effort dimensions. The social goals variable predicted the quality of participation both in group experiences and in personal-interpersonal experiences; educational aspirations and certainty about major and career both predicted the quality of academic experiences; and educational aspirations also contributed to prediction of the quality of personal-interpersonal experiences. The fourth motivational factor, importance of personal development goals, contributed to both outcomes but had no significant relationships with quality of effort dimensions. This surprising finding was thought to merit further investigation. Among the background characteristics, gender (female) was a strong predictor of both outcomes. / Ed. D.

This study reviewed the literature on the struggle for equal educational opportunity of the 1960s and 1970s, the reform movement of the 1990s, the public/private school debate of the 1980s and 1990s, the issue of school choice in the 1990s, and a brief history of private schools. The literature revealed that since the Supreme court's ruling, in 1954, on the unconstitutionality of separate-but-equal public schools and decisions on the separation of church and state, during the 1960s and 1970s, the number of and enrollment in private and parochial schools have grown steadily. This study was conducted on a sample of 14,242 students attending 17 colleges (15 private colleges and 2 public universities) to determine if there was a difference in their academic performance (GPA) at the end of their freshman year. The independent variables of the study were the size of the student's secondary school graduating class, the religious affiliation of the secondary school, the gender enrollment pattern of the secondary school, and the residential pattern of the secondary school. In addition, using the student's SAT score, an analysis was conducted to determine whether or not the student's first-year college GPA exceeded their GPA predicted by the SAT.

Wong, Chiu Wing. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 336-358). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

By analyzing data collected over a two-year time period from first-year students at eight private colleges and universities across the state of Indiana, this study analyzed the extent to which the self-reported educational and personal needs of African American students differed from those of Caucasian students. This study further measured how these students spent their time during their first year and examined the data based on racial classification. Finally, the study investigated how the two racial groups of students expressed satisfaction with their college choice at the end of one year of enrollment.Institutions were selected which had the largest number of African American students among the private colleges in the state of Indiana. Comparisons using descriptive statistical methods were made between African American and Caucasian students. These students completed two identical survey instruments at the same eight institutions. Two standardized instruments were used: the College Student Needs Assessment Survey (CSNAS), and the College Student Experiences Questionnaire (CSEQ). Students completed the needs assessment instrument during the first two months of their freshman year and took the CSEQ at the end of that year.The literature reflected that although more African Americans are enrolling in higher education, graduation rates remain lower than those of Caucasians. Numerous retention programs have been developed at higher educational institutions across the nation. These are specifically tailored toward meeting the perceived academic and social needs of African American students. However, uncertainty exists regarding how such needs may be different from those of Caucasian students.The findings suggest that African American students arrive at college with a generally higher level of self-reported academic needs than do Caucasian students based on a direct comparison between the two groups' responses on the CSNAS. However, statistical comparisons between the two groups on the CSEQ revealed relatively few areas on which the two racial groups differed significantly in how they spent their time while at college. The data revealed a statistically significant difference between the two groups regarding their overall satisfaction with their first year of college.Implications from this study concluded that to reflect changing demographics in society, higher education must become more inclusive. Furthermore, individual campuses need to place a priority upon addressing the apparent difference in the academic needs of the students who arrive to begin their higher educational experience. Administrators must be willing to make difficult choices in order to make equal educational opportunity a reality on college campuses rather than a mere slogan. / Department of Educational Leadership

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Introduction: Literature shows that the transition from high school to university is fraught with challenges and that there is need to appreciate these challenges from the students’ perspectives and devise ways of assisting the students navigate them smoothly. - Aim: To explore the perspectives of first year students at the University of Zimbabwe, College of Health Sciences (UZCHS) regarding their transition from high school to the UZCHS and propose possible ways to manage the transition phase based on the students’ perspectives. - Objectives : The objectives of this study were to determine the students’ perspectives with regards to various factors that are known to affect the transition from high school to university. - Design: An evaluative research study design was adopted using a mixed method research approach sequentially applying a quantitative and qualitative method. - Method: Four hundred and eighty six (486) self-administered survey questionnaires with 23 closeended questions were distributed to all first year students in the UZCHS. Only 16 questions were analysed for purposes of this research project. A total of 49 interviews were conducted for the in-depth structured questions interview on a randomly selected group of students from each of the programmes. - Results : The response rate was 51% (246/486) ; 81.4% of students were in the 19 to 20 years age group; 52% males and 48% females; 44.4% of the students were enrolled in the MBChB programme. The major challenges faced by the students were the heavy workload; poor counselling services; sticking to timetables; using the library; poor teacher-student relationships; poor sense of belonging; living with a diverse population Frustrations at the UZCHS were identified as arising from academic issues: examinations marks; poor facilities; inadequate high school preparation for university grades and poor feedback. Students’ financing at university was also of concern to the students. The students found the orientation week most useful. The motivation for joining the UZCHS was for career prospects, personal desires and parental influence. Preparatory information given by the UZCHS was considered adequate but not sufficiently detailed. Factors that helped students settle in were the initial reception, orientation week, and the relationships between students, staff and lecturers. The role of parents, peers and friends in settling in was also highlighted as important. - Conclusions : The students’ perspectives on transition are similar to those reported in the literature:need for pre-university information, better accommodation, improved library facilities, improved counselling services, lengthening the orientation week, more detailed information about UZCHS before admission, improve pre-university contact with students ,reduced workload in order to accommodate extra-curricular social life. Students’ preparation for life and learning at university should start during high school. / AFRIKAANSE OPSOMMING: Inleiding: Uit die literatuur is ditbaieduidelikdat die oorgang van studentevanaf die skoolnauniversiteitbaieuitdagend is. Daar is derhalwe ‘n behoeftedathierdieuitdagingsvanuit die perspektiewe van die studentebeskou word in ‘n poging om hulle op die meeseffektiewemanierteondersteunentebegelei. - Doelstelling: Die doel van hierdie studie is om die perspektiewe van eerstejaarstudente aan die Universiteit van Zimbabwe se Fakulteit Gesondheidswetenskappe (UZCHS) te ondersoek wat betref die oorgang van hoërskool na die UZCHS, en wyses voor te stel om die oorgangsfase te bestuur, gebaseer op die studente se perspektiewe. - Doelwit: Die doelwitte van hierdie studie was om te bepaal wat die studente se perspektiewe was oor die verskeie welbekende problematiese faktore teenwoordig in die oorgang van skool na universiteit. - Ontwerp: ʼn Evaluerende navorsingsontwerp is onderneem deur ʼn gemengde navorsingsmetode te volg. Dit is opeenvolgend deur ʼn kwantitatiewe en kwalitatiewe metode toegepas. - Metode: ʼn Self-administrerende vraelysopname met 23 geslote vrae is ewekansig toegepas en versprei aan vierhonderd ses- en tagtig (486) studente van die UZCHS. Slegs 16 vrae is vir die doeleindes van hierdie studie geanaliseer. ʼn Onderhoud met in-diepte gestruktureerde vrae is ook gevoer met ʼn ewekansig geselekteerde groep studente (49) van elk van die programme wat aangebied word by die UZCHS. - Resultate: Die responskoers was 51% (246/486); 81.4% van die studente was in die ouderdomsgroep 19 tot 20 jaar; 52% was manlik en 48% vroulik; 44.4% van die studente was geregistreer vir die MBChB program. Die uitdagings deur die studente ervaar was onder andere die swaar werklading, swak studente-ondersteuningsdienste, om by te bly by die rooster, die gebruik van die biblioteek, swak dosent-student verhouding, ʼn swak gevoel van behoort aan, en om deel te wees van ʼn diverse samelewing. Frustrasies by die UZCHS het hul oorsprong gehad by akademiese kwessies: eksamenpunte; uitslae en swak terugvoering. Studente-finansiering aan die universiteit was ook ʼn bron van kommer by studente. Studente het die oriëntasieweek die nuttigste gevind. Die motivering om aan te sluit by die UZCHS het verband gehou met loopbaanvooruitsigte, persoonlike behoeftes en ouer-invloed. Voorbereidende inligting verskaf deur die UZCHS is beskou is voldoende maar sonder genoeg besonderhede. Faktore wat studente gehelp het om tuis te voel was die aanvanklike ontvangs, oriëntasieweek, en die verhoudings tussen studente, personeel en lektore. Die rol van ouers, portuurgroep en vriende om hulle te laat tuis voel, is aangedui as belangrik. - Gevolgtrekkings: Die studente se perspektiewe op oorgang is soortgelyk aan dié wat in die literatuur gerapporteer word. Daar is ʼn behoefte aan beter studentebehuising en biblioteekfasiliteite en studente-ondersteuningsdienste, en meer gedetailleerde informasie oor die UZCHS voor toelating. Studente glo ook dat die oriëntasie week verleng moet word en dat die werklading verminder moet word om hul buitemuurse sosiale lewe te akkommodeer. Studente se voorbereiding vir die studentelewe en universiteitstudies behoort reeds op hoërskool te begin.

The academic and social integration of first-generation college students into institutions of higher education continues to be a topic of concern for university administrators, faculty, and staff. Students enter college with different background traits and experiences as well as have different college experiences that can either permit or prohibit their ability to integrate into the college environment (Choy, 2001; Pascarella & Terenzini, 1983). Academic and social integration are two key factors used in predicting whether or not a student will persist from one academic year to the next (Cabrera, Nora, & Castaneda, 1993; Ishitani, 2003). This is especially important for first-generation college students. A student's ability to navigate the college system determines their ability to academically and socially integrate. By understanding how the different background characteristics, pre-college experiences, college experiences, college environments, and academic performances of first-generation college students can influence academic and social integration, universities could increase retention and graduation rates. The development of comprehensive academic support programs by institutions of higher education has been one strategy used to improving the integration of first-generation college students. The purpose of this study was to investigate the longitudinal impact of comprehensive academic support programs on the academic and social integration of first-generation college students during the 2008 academic year at a large public research university. This study employed a quantitative research design using variables from the 2008 CIRP Freshman Survey and the 2009 YFCY Survey. Astin's Input-Environment-Outcome model (1991) was used to examine the impact of the independent measures selected. The analysis plan utilized statistical weighting, factor analysis, descriptive statistics, and multivariate regressions. The results of this study indicated: 1) first-generation FYE students were not academically integrated into college by the end of the first year but participation in a comprehensive academic support program did have a positive impact on their academic integration; and 2) first-generation FYE students were socially integrated into college by the end of the first year and participation in a comprehensive academic support program did have a positive impact on their social integration. These findings have implications for theoretical frameworks, secondary education, and large public research institutions. / text

During the transition to college, emerging adults are expected to develop independence and increase individual responsibility as they live away from home for the first time. Modern electronic communication has enabled emerging adults to maintain frequent, daily contact with the parent, a pattern of communication Hofer refers to as an “electronic tether.” This study examined the link between parenting style and the development of independence of first year, first semester college students. Although these students were in frequent contact with their designated parent, no correlation between frequency of communication and parenting style or independence was found. Both authoritative and helicopter parenting significantly positively predicted attitudinal independence. However, permissive parenting functioned as a significant negative predictor. Authoritarian, permissive, and helicopter parenting significantly positively predicted conflictual independence. However, authoritative parenting functioned as a significant negative predictor. Both authoritative and helicopter parenting significantly positively predicted emotional and functional independence.

The major problem of this study involved a comparison of two methods of teaching English and biology to college freshmen. Subproblems investigated in this study involved the apparent influence of each method of teaching on achievement in each course, on the self-concept of the student, on the students' attitude toward college and toward the learning center, and the effect of the commuterresident status on achievement, self-concept, or attitude. The purpose of this study was to assess the efficacy of the experimental method of teaching to achieve desired growth in academic achievement of first-semester college freshmen enrolled in English or biology.

The purpose of the study was to compare the academic stress of freshmen in a community college with that of freshmen in a university. An additional purpose was to determine if gender, ethnicity, or semester course load was related to perceived academic stress. The sample consisted of a total of 303 university and community college freshmen from English and Psychology classes at the University of North Texas and Richland Community College during the spring semester, 1989. The instrument that was administered to these volunteer students was the Academic Stress Test, a 35-item checklist of possible academic stressors. The students were asked to check the items which were perceived by them to be stressful and had occurred during the current semester. The T-statistic was used to analyze the total mean stress score for each variable being considered. Multiple regression was used to determine if there was any possibility that the variables might have a predictive effect for academic stress. It was found that for these freshmen students there was a significant difference between the perceived academic stress of community college freshmen and university freshmen. The mean academic stress score for university freshmen was higher than the mean for community college freshmen. Likewise, the perceived academic stress of females was significantly higher than that of males, and higher for those taking more semester hours than for those taking fewer semester hours. There was found to be no significant difference in the perceived academic stress of white and non-white freshmen college students.

"The object of this thesis is neither to uphold the sacred cows of traditionalist grammar nor to forge a way for a liberal philology. It does, however, examine "the kind of English that most people use most of the time," that is, the idiom of the language, and specifically the phrases and expressions that compose idioms."--1.