M. Tech. Education / Literature shows that transition from primary to high school is a challenge to learners. The aim of this study was to obtain, from qualitative data derived from structured interviews, and document review from a case study carried out in District D3 Tshwane North (Soshanguve) schools, an adequate understanding of factors that influence transition.

During the Fall 1990 semester, a longitudinal qualitative study of fifteen first-semester conditionally admitted adult students was undertaken at Indiana University East (IU East) to gain insights into the college adjustment process of those students. Through a series of four interviews, the researcher studied factors affecting the college adjustment process of the participants in the study.Participants reported being motivated to enter college as a result of undergoing one or more life transitions. Each participant was attending college for vocational reasons, most seeking occupationally specific degrees. However, almost all reported anticipating personal growth through learning as providing the greatest satisfaction from the college experience.Participants reported having anxiety regarding academic ability to succeed in college. Yet, challenges reported by the participants were generally situational, reflecting financial concerns, unexpected health problems, and family concerns. Effective time management was essential in adjusting to college. Almost all cut back on involvement in community and social activities. At times, family members had difficulty understanding the personal transformation experienced by the participants.Fourteen of the fifteen participants successfully completed the Fall 1990 semester, each with a 2.0 or higher grade point average (on a 4.0 scale). All fourteen enrolled in classes spring semester. When asked to indicate ways in which IU East had assisted them with college adjustment, participants indicated a supportive, caring faculty was of key importance during their first semester. Those who were a part of a federally funded support services program (67% of the participants) frequently mentioned that having a support system upon which to rely made a positive difference.The primary factors found to affect the college adjustment process were determination to succeed and willingness to undergo personal changes in the learning process. Other positive factors included degree of faculty support, presence of institutional support for new students, and perceived caring attitude among faculty. Factors which aggravated the adjustment process included conflicts involving family, employment, finances and health. Although degree of academic preparedness could be assumed to affect the college adjustment process, no relationship was found between high-school graduation rank and first-semester grade point average or fall-to-spring retention / Department of Educational Leadership

The purpose of this study was to analyze possible effects of the 1997-1998 Multicultural Advisor Pilot Program which was designed to positively effect the adjustment of students of color to the Ball State University environment. The study utilizes the Student Adaptation to College Questionnaire which examines a student's full-scale adjustment, academic adjustment, social adjustment, personal-emotional adjustment, and attachment/commitment to their education and institution. Results of the study suggest various differences in adjustment to the Ball State University environment do exist between the first-year students of color affected by the program and the first-year students of color who were not involved with the Multicultural Advisor Pilot program. / Department of Secondary, Higher, and Foundations of Education

This study examined the relationships between student-environment fit and sense of competence and academic achievement of freshmen students in wellness residence hall environments. This study was conducted at a mid-sized, midwestern state university. Perceived and actual fit scores derived from Form R and Form I of the University Residence Environment Scale (URES) served as the independent measures. Two measures, sense of competence and academic achievement, served as the dependent variables. A Sense of Competence Scale, developed by Steve Janosik (1987), measured a student's level of interpersonal and intellectual competence Academic achievement was measured by accumulative grade point averages. Step-wise multiple regression analyses were used to examine the relationships between these variables.All 571 freshmen residents living in one of six: wellness residence halls were asked to participate in this study. Of this number, 416 (72.7%) returned questionnaires and became the sample population.Freshmen residents living in the wellness residence halls reported that these environments were not as emotionally supportive nor were floor residents as involved with one another as residents would like. Further, a greater emphasis was needed in terms of academic and intellectual stimulation. Additionally, residents in the wellness residence hall environments desired more opportunities to influence their floor/hall and reported that these environments were too competitive.Significant differences existed between freshmen women and men. Women indicated that there was too much emphasis on traditional dating and other social activities and too much emphasis on competition. Women also indicated that their wellness residence hall environments did not provide them with the intellectual stimulation they wanted. Further, women rated the order and organization of these environments much lower than did men.The differences between student-environment fit and sense of competence and student-environment fit and academic achievement were not statistically significant.Actual discrepancy scores were a better measure of student-environment fit than perceived discrepancy scores. / Department of Educational Leadership

There is no abstract available for this dissertation.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 247-264). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: J. Portelli. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 267-276).

Thesis (M.A.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 185-189). Also available on the World Wide Web.

Thesis (M.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains xi, 90 p. Includes bibliographical references.