A growing number of home-schooled students enter the nation's colleges and universities each year. Tinto (1988, 1993) presented a foundational model of how students transition from high school to college. In this model, students travel through three stages: separation, transition, and incorporation. Few studies have examined the transitional issues home-school students encounter as they begin their first year of college. This study, at a midsized public university in the Midwest, examined the transitional issues experienced by first-year college students who graduated from high school in a home-school setting. It specifically sought to determine if the issues experienced by the students were related to Tinto's theory of student departure. The study was qualitative in nature. Data were gathered through interviews with first-year students who matriculated in fall 2005 and persisted to spring 2006. The interviews were held in February and March 2006. Data was analyzed based on guidelines presented by Berkowitz (1997) and themes were discovered.The researcher concluded that there was little distinction between the transitional issues experienced by home-schooled students, and those experienced by traditionally educated students. Students experienced a wide range of transitional issues during their first year of college such as loneliness, meeting others with different values, living in the residence halls, and dealing with greater independence. The transitional issues the participants encountered during their first year of college were closely related to Tinto's (1993) theory of transition. The resources offered by the university, such as orientation, RAs, and campus programming, were influential in the home-schooled students' transition to college. / Department of Educational Studies

The primary purpose of this study was to examine the influence of sex, perceived social support from family and peers, negative life stress, psychological separation from mother and father, and spiritual well-being in predicting college adjustment. Additional goals of the study included examining the relationships between psychological separation from parents and spiritual well-being, as well as examining the influence of sex on perceived social support, negative life stress, psychological separation from parents, and spiritual well-being.The sample consisted of 100 undergraduate college students at a midsized, midwestern university. Participants completed a set of questionnaires, including a demographic questionnaire, Perceived Social Support Scale, Life Experiences Survey, Psychological Separation Inventory (Conflictual Independence subscale), Spiritual Well Being Scale, and Student Adaptation to College Questionnaire.The combination of the predictors in the study accounted for 33.9% of the variance in general college adjustment. Perceived social support from friends, spiritual well-being, and negative life stress were significant predictors (p<.05) of general college Social, adjustment. The combination of predictors in the study accounted for 31.9% of the variance in social college adjustment. Perceived social support from friends and spiritual well-being were significant predictors (p<.05) of social college adjustment.In addition, correlational data showed significant relationships between spiritual well-being and conflictual independence from both mother and father. Further, male sex was significantly, positively related to conflictual independence from father. Conceptual, research, and clinical implications are discussed. / Department of Counseling Psychology and Guidance Services

The purpose of this study was to determine if there was a significant relationship between scores on the Extraversion and Neuroticism scales of the Eysenck Personality Inventory and the academic achievement and attrition of freshman students in the Ball State University College of Architecture and Planning for academic year 1974-75. The study also attempted to determine whether the addition of Extraversion and Neuroticism scores to the objective admission criteria presently used by the University would add significantly to the predictability of achievement and attrition.The sample used in this study consisted of 76 students beginning their freshman year in the College of Architecture and Planning in the Fall Quarter of 1974. The students were administered the Eysenck Personality Inventory on their first day on campus together. At the end of Spring Quarter, 1975, grade point averages were compiled. Twenty-one of the original 76 students in the sample had dropped out of the Architecture and Planning program.Multiple linear regression equations were used to ascertain the degree of correlation between Extraversion and academic achievement as well as to determine whether the addition of Extraversion to the objective criteria used by the University would significantly increase the accuracy of prediction of academic achievement and attrition of the sample. The relationship between Neuroticism and academic achievement was tested using a polynomial regression equation and the coefficient of curvilinear correlation. The relationship between Neuroticism and attrition was presented in a scattergram.The following conclusions regarding the relationship between the Eysenckian variables Extraversion and Neuroticism and the academic achievement and attrition of the sample were drawn from the research data:1. There was no significant correlation between Extraversion scores and the academic achievement of the sample in coursework within the College of Architecture and Planning.2. There was no significant correlation between Extraversion and the overall University academic achievement in the sample.3. There was no significant correlation between Extraversion and attrition of the sample.4. Extraversion did not add to the predictability of achievement or attrition which was obtainable from the criteria presently used by the University to screen applicants for admission to the College of Architecture and Planning.5. There was no significant correlation between prior college experience and attrition of the sample.6. There was no significant linear or curvilinear relationship between Neuroticism and the academic achievement or attrition of the sample. It was found to have no value at all as a predictor for the sample. In the literature reviewed, the majority of the research studies on the relationship between Neuroticism and academic achievement reported a curvilinear relationship between the two, with moderately high scores on the Neuroticism scale of the Eysenck Personality Inventory being considered optimal for high academic achievement. The results of the present study on not conform to these findings; no relationship was found between Neuroticism and the achievement and attrition of the sample.

Thesis (Ed.D.)--University of Tulsa, 1974. / Bibliography: leaves 118-120.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1962. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 77-79).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1953. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 136-144).

Thesis (M.A.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (Ed.D.)--Boston University

No description available.

No description available.