The purpose of this study was to understand the relationship between time spent by students engaged in student co-curricular involvement, online social networking, and studying on their academic achievement. Additional factors such as student residence, gender, ethnicity, class standing and work for pay were also considered. Existing literature supports the concept that the more time students spend in educationally purposeful activities, the more likely students are going to be successful. Little research exists regarding the use of current versions of online social networking, and the relationship it might have to student academic achievement as measured by grade point average. Therefore, this study was intended to further our understanding of these factors. Data for this quantitative study came from an online administration of a survey. The survey was disseminated to students who were enrolled at a large, public research institution in the southeastern United States and who were additionally registered in the institution's database of student organization officers during the fall 2010 semester. The number of respondents was 613, which was a 28% response rate. A multiple regression analysis was used along with other statistical analysis. Descriptive statistics were analyzed for all variables. All data was self-reported by students. This study yielded several statistically significant findings however the effect sizes for most of the regression models was low. The findings showed statistically significant, negative correlations between the number of hours spent by students engaged in co-curricular involvement and online social networking as it relates to grade point average. Additionally, studying and doing coursework was positively correlated with grade point average. Lastly, work for pay off-campus was negatively correlated with grade point average. Additional data analysis was conducted excluding graduate students who had originally completed the survey. This data analysis included 474 respondents. The regression models which excluded graduate students did not yield large effect sizes. Co-curricular student involvement and online social networking did have statistically significant, negative correlations with grade point average but less so than in the original analysis. These findings were despite the reported increase in the number of hours spent per week engaged in co-curricular involvement and online social networking. Work for pay off campus was more significantly negative. The findings of this study both supported and conflicted with existing literature on these topics. The finding of statistical significance for most variables can most likely be attributed to the large sample size in the study. These findings offer additional opportunities for research by other student affairs practitioners who are interested in student success factors like those included in this study.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

Much debate on the conceptualization and implementation of anti-racist (AR) and multicultural (MC) education exists both in the literature and in practice. But often overlooked is the influence that students have in generating these initiatives against racism. This qualitative research draws on the experiences of ten student activists and leaders, and explores student-involved AR and MC programs in Vancouver, Montreal, and Toronto. Specifically, the roots of student involvement, their views of AR and MC, the factors which limit action within schools, and the sources of hope and discouragement will be documented. It is argued that school ethos, a hierarchy of student activities, bureaucracy, and power relations between adults and students all act to marginalize and affect the outcome of student programs which challenge racism. Genuine collaboration, and the influence and necessity of adult allies, are emphasized.

The purpose of this study was to examine the computer habits and involvement of residential freshmen matriculates at Ball State University to determine if there was a difference in campus involvement levels between students who excessively used the computer for personal or recreational activities and students who did not.The project consisted of 149 non-excessive users (five or less hours per week) and 323 excessive users (more then five hours per week) of the computer for the personal or recreational purposes. Freshmen matriculates were involved in a wide range of opportunities. The higher levels of involvement were from opportunities in Residence Hall, Welcome Week, and UniverCity categories.The findings also indicated that excessive computer users were involved as much as non-excessive users. The amount of time students spent on computers for personal or recreational purposes did not deter students from being involved during their first semester at Ball State University. / Department of Educational Leadership

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Douglas Sloan. Dissertation Committee: Thomas Leemon. Bibliography: leaves 188-199.

M.Ed. (Educational Management) / The research comprises the management of parental involvement in the extra-curricular program ofthe secondary school. In chapter one the problem that gave rise to the research is formulated as follows; In spite of the corporate idea of "partnership in education," parental involvement in the extra- curricular program tends to be virtually non-existent. With regard to this problem, the following question is posed: How should the educational leader (school principal) act to ensure successful parental involvement in the extra-curricular program of the school? Research is hence directed with the following objectives: * to provide fundamental pedagogic grounds for parental involvement * to analyse the management task ofthe principal in this regard, and * to provide practical guidelines for the implementation ofa parental involvement program. The methods applied to obtain the aims of the research are a literature study and the formulation of tendencies formed from unstructured personal interviews with principals. The field of study is limited to defining the responsibilities and input ofparents in said program. In chapters two, three and four each of the above mentioned research objectives are examined respectively. The focus of research in chapter two is set on the argument that parental involvement is principally based on: * the acceptance of the fact that parents are the primary educators of their children * parents will have a say in the education and instruction of their children in terms of the baptismal vows, and * education is a community task and therefore justifies parental involvement. In chapter three the headmaster's obligation to manage the parental involvement program in such a way that optimal parental participation is achieved, is researched. Chapter four indicates the various possibilities of parental involvement and practical guidelines are given for the possible implementation and coordination of such a program. Opportunities for parental involvement and participation in the extra-curricular activities of a school are plentiful. The competent headmaster must,' by showing a positive attitude towards the above mentioned program and applying purposeful management skills, ensure successful . parental involvement. This involvement must be to the benefit ofall children!

The problem with which this study is concerned is the motivation to work and the job satisfaction of faculty members who work both as full-time instructors and student activities advisors at eight campuses of Srinakharinwirot University in Thailand. In relationship to the respondent student activities advisors, the purposes of this study were (a) to study the perceived relationship between motivation to work and job satisfaction, (b) to compare perceptions of motivation to work and job satisfaction according to selected demographic variables, and (c) to determine whether or not these variables significantly contribute to the prediction of motivation to work and job satisfaction for the sample population. Two published survey instruments were used to collect the data. Both instruments were administered to 206 student activities advisors of Srinakharinwirot University; usable, completed questionnaires were returned by 191 (92,7%) respondents. The statistical treatments applied to the collected data for seven research hypotheses include the Kentall Tau correlation coefficient, one-way analysis of variance, and multiple regression analysis. The numerous data findings from this study appear to support several conclusions. Among these are that although the respondent faculty members who were also student activities advisors were modestly motivated to accept the additional advisory responsibilities, feelings of high job satisfaction were produced once they assumed their advisory roles. Furthermore, although some significant relationships were found among the variables, it would be difficult to predict which faculty members would be capable and successful student activities advisors based on sex, age, years of teaching experience, or marital status. As a result, therefore, no statistical model could be developed from the data obtained from this study that could be used to predict either motivation to work or job satisfaction for student activities advisors.

Many studies have been made on leaders in a school situation and on the desirable traits which go together to make for good leadership qualities. However, very few have dealt with the relationship between leaders, church affiliation, and religious beliefs, which is the main purpose of this study.

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