The problem of this study was to determine the effectiveness of small group counseling in reducing the attrition rate and in altering the adjustment and values of freshmen in a community junior college.

The problem of this study was to determine the effect of industrial arts experiences on changing the attitudes of North Texas State University freshmen toward industrial arts generally and toward specific curriculum areas in industrial arts.

The general purpose of the study was to determine the relationship between college environmental press variables and the attrition characteristics of college freshmen at Southern Methodist University.

The purpose of this study is to identify which characteristics of student-athletes are most helpful in making administrative decisions about intercollegiate athletic programs, and then to develop a descriptive profile of a group of student-athletes at a particular university. Additional purposes include comparing these descriptive data with other group data and with perceptions of the same group of student-athletes by faculty administrators at the same university. Data were collected in four phases. First, a jury of three experts developed a list of student-athlete characteristics they believed to be helpful in making administrative decisions regarding those athletes. Next, information was gathered to develop a descriptive profile of a selected group of eighteen student-athletes based on the identified characteristics. Next, statistical comparisons were made with available data from other groups of students and from the eight Athletic Council members' perceptions of the study group. Major findings include the identification of useful characteristics, inconsistencies between student-athlete high school ranks in class and SAT scores, high scores in hostility, and accurate perceptions of student-athletes by Athletic Council members.

The problem with which this study is concerned was that of examining the relationship between academic achievement of college freshmen students and selected demographic variables. The purpose was to compare the grade point average of selected freshmen at North Texas State University and determine if geographic location, high school size, gender, racial heritage and college admission test scores affect academic achievement during the first year of college.

This study examined the effects of Control Theory training upon self-concept and locus of control among students enrolled in the Provisional Admission Program (PAP) at the University of Texas at Arlington. Twenty-nine students randomly assigned to treatment or placebo control groups took the Coppersmith Self-Esteem Inventory (CSSEI-A) and the Adult Nowicki-Strickland Internal-External Locus of Control Scale (ANSIE) as pre- and posttests. Participants in the placebo control group attended their regular educational program for the same amount of time given to the treatment group. No significant differences were found on the Analysis of Covariance for CSSEI—A or ANSIE scores following the training period. CSSEI-A and ANSIE scores were elevated, indicating that PAP students think of themselves internally as do other college students, regardless of their SAT scores. The results of this study indicate that Control Theory training is insignificantly effective in producing changes in the self-concept and locus of control among PAP students. Control Theory research may need to be carried out with a smaller group size, use larger samples, provide more time to address the issues specific to PAP student needs, include a stronger counseling emphasis to meet their needs, use more sensitive instruments to detect such changes, and allow more time for the learning to occur before the administration of the posttest.

Thesis advisor: Karen Arnold / The purpose of this study was to determine the impact of a business ethics course on the cognitive moral reasoning of freshmen business students. The sample consisted of 268 college students enrolled in a required business ethics course. The students took Rest's Defining Issues Test - Version 2 (DIT2) as a pre-test and then post-test (upon completing the course). Descriptive analyses, t-tests, ANOVA, and multiple regression were employed to compare the pre-test and post-test scores of the students and to determine the relationship, if any, between the variables of gender, class size, instructor, class time of day, SAT scores, and students' GPAs; and the dependent variable of moral reasoning (N2) scores. Descriptive analyses showed that taking this kind of a course made a difference for virtually everyone. While women had higher pre-test scores, post-test scores, and overall gains in moral reasoning than men, men also had gains across the board. Gains were also found across all instructors, in both small and medium class sizes and regardless of what time the class occurred. Further, compared to the national sample of college students, the study sample was at the level of college seniors. Results of ANOVA testing showed that the gains in moral reasoning scores were statistically significant ones. However, the moral reasoning gains of students enrolled in the smaller sections (n = 19) were not statistically significantly different than students enrolled in medium sized (n = 27) sections of the same course. Finally, the independent variable of class time had the most statistically significant relationship with gains in moral reasoning scores. The findings of this study suggest several practices for institutions of higher education. First, certain curricular conditions should be considered by institutions with ethics courses. The content should be explicit and pedagogical strategies should include role-taking, the discussion of moral dilemmas, reflection, active learning, and cognitive disequilibrium. Second, increasing class sizes by eight students can help to maintain moral growth while still being financially efficient. Third, these findings may inform administrators when planning class times (the earlier, the better). / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

<p> Students who achieve their long-term goal of graduating from college are models of persistence and grit. Grit is the self-regulatory construct defined as “passion and perseverance for long-term goals despite setbacks, failures, and competing pursuits” (Eskreis-Winkler, Gross, Duckworth, 2016) and has been associated with both academic and workplace success (Eskreis-Winkler, Duckworth, Shulman, & Beal, 2014). Unfortunately, 37% of freshmen drop out of college by the end of their freshmen year (Almeida, 2016; Snyder, de Brey, & Dillow, 2018). The college classroom provides an optimal environment for institutions of higher learning to foster the grit-to-graduate<i> </i>in college freshmen, to enhance learning and academic success, and to increase goal commitment to graduation, degree achievement, and career readiness.</p> <p> The purpose of this study was to investigate whether six pedagogical interventions and project adaptations would increase student grit in an entry-level communication class heavily comprised of freshmen. Four class sections were administered the 12-item grit scale (Duckworth, 2019) during the first and last week of first semester at a Midwestern University (<i>N</i>=79). The experimental group received the pedagogical grit interventions throughout the semester; the control group did not. A repeated measures ANOVA computed the variance of grit scores between the groups. Students in the experimental group also provided quantitative and qualitative data about which pedagogical instruments they found most effective.</p> <p> While the hypothesis was not supported, student feedback on the six grit interventions was largely positive. Ideas for improving the interventions and for fostering grit and college persistence in freshmen are included.</p> <br>

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-08-21T12:40:34Z No. of bitstreams: 1 2017 - Maria do Socorro Souza de Ara?jo.pdf: 1309508 bytes, checksum: 7b46fb6c27bca449493b6671726df9bc (MD5) / Made available in DSpace on 2018-08-21T12:40:34Z (GMT). No. of bitstreams: 1 2017 - Maria do Socorro Souza de Ara?jo.pdf: 1309508 bytes, checksum: 7b46fb6c27bca449493b6671726df9bc (MD5) Previous issue date: 2017-03-31 / The beginning of university life is a personal growth and professional choice. At this time, young people are more susceptible to the impact of changes and daily break with the family. The family and social detachment can contribute to emotional imbalance, since it is a very peculiar moment in the individual life, usually synchronized with the changes and adaptations proper to the transition from adolescence to adulthood life, which can lead to stress, as well as the quality of the student assistance. This study aimed to investigate the stress perception in incoming students. This research was based on a qualitative and exploratory approach with the participation of 54 incoming students housed at Federal Rural University of Rio de Janeiro, ranging from 18 to 25 years old. The questionnaires were analyzed and categorized according to content analysis. The results were 46.21% (f=61) for happiness/positive emotions and 43.94% (f=58) for satisfaction/ achievement in relation to university admission. Negative emotions were 9.85% (f=13) of responses during the first period, and negative emotions were 36.54% (f=38), with anxiety being the largest response. As for the changes in feelings during the first period of the University, 24.14% (f=35) answered they have changed, while 12.41% (f=18) answered no changes. 51.64% (f=110) of the responses were attributed to good interpersonal relationships in student house, but coexistence was difficult for 45.83% (f=66). 62.96% (f=68) pointed out the convenience of student house. In contrast, 46.49% (f=53) highlighted the lack of infrastructure. In conclusion, student assistance influences the academic performance, as well as infrastructural conditions, the later of great importance. Institutional measures are needed to ensure adequate student housing in order to prevent stress. It is suggested further study on stress perception of housed student in other academic periods / O in?cio da vida universit?ria representa uma oportunidade de crescimento pessoal, principalmente pela escolha da profiss?o do estudante. ? a ?poca em que os jovens s?o mais suscet?veis ao impacto das mudan?as e do afastamento di?rio da fam?lia. O distanciamento do contato familiar e social pode contribuir para um desequil?brio emocional, j? que se trata de um momento bastante peculiar na vida do indiv?duo, geralmente sincronizado com as mudan?as e adapta??es pr?prias da transi??o da adolesc?ncia para a vida adulta, podendo acarretar estresse, bem como a qualidade da assist?ncia estudantil. Este estudo teve como objetivo geral investigar a percep??o do estresse em alunos ingressantes alojados na Universidade Federal Rural do Rio de Janeiro, o qual foi baseado em uma abordagem qualitativa e explorat?ria com a participa??o de 54 estudantes, com faixa et?ria de 18 a 25 anos. Os question?rios foram analisados e categorizados de acordo com a an?lise de conte?do. Os resultados encontrados foram 46,21% (f=61) para felicidade/emo??es positivas e 43,94% (f=58) para satisfa??o/realiza??o com rela??o ao ingresso na universidade. As emo??es negativas foram 9,85% (f=13) das respostas, durante o primeiro per?odo, sendo a ansiedade a resposta mais frequente, com 36,54% (f= 38). Quanto ?s mudan?as de sentimentos durante o primeiro per?odo da Universidade, 24,14% (f=35) responderam que mudaram, enquanto 12,41% (f=18) responderam que n?o houve mudan?as. Foram encontradas 51,64% (f=110) das respostas atribu?das ?s boas rela??es interpessoais no alojamento, mas a conviv?ncia foi dif?cil para 45,83% (f=66). Em 62,96 % (f=68) foram assinaladas a comodidade de morar no alojamento, em contraste, 46,49% (f=53) ressaltaram a falta de infraestrutura. Conclui-se que a assist?ncia estudantil influencia no desempenho acad?mico do estudante, assim como as condi??es estruturais, estas de grande import?ncia. Tornam-se necess?rias medidas institucionais que garantam condi??es adequadas dessas moradias, a fim de prevenir o estresse. Sugerem-se estudos sobre a percep??o de estresse dos estudantes alojados em outros per?odos

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-01T13:04:48Z No. of bitstreams: 1 Jose de Oliveira Silva.pdf: 20798336 bytes, checksum: 5eb315924a7e0c7f501825d95c309c79 (MD5) / Made available in DSpace on 2015-04-01T13:04:48Z (GMT). No. of bitstreams: 1 Jose de Oliveira Silva.pdf: 20798336 bytes, checksum: 5eb315924a7e0c7f501825d95c309c79 (MD5) Previous issue date: 2013-12-19 / Universidade Católica de Santos - Católica de Santos / The number of students entering higher education bringing accumulated learning gaps from previous stages of schooling has disquieted professors and administrators at higher education institutions, who pursue alternatives to solve or minimize these issues by implementing actions in this regard. To this end, since 1999 the Catholic University of Santos has been undertaking an annual project titled "leveling course," which first got underway with engineering students. In 2003, the University extended this initiative to all undergraduate courses, creating the Initiation to Academic Life Program (IALP) to provide educational support and guidelines to freshmen to assist them in remaining in higher education successfully. The purpose of this research project is to examine how students perceive their experience in the IALP. The proposed analysis is based on a study on higher education today, especially in Brazil, highlighting the increase in access and the hegemony in the private sector. To achieve its goal, the project adopts a qualitative approach (case study) and uses official internal and external documents and a structured questionnaire with open and closed questions, which was applied to 36 students who entered the University in January 2012. The principles of content analysis were used to analyze the responses to the open questions. The data were grouped into categories emerging from remarks made by the students and showed that they understand and value the content and activities developed in the IALP and consider them a key to begin the course they chose and to do well in it. They believe the IALP is critical not only insofar as overcoming difficulties arising from elementary and/or middle education is concerned, but also in for integrating into University life. / O número de alunos ingressantes na educação superior que trazem lacunas de aprendizagem acumuladas em etapas anteriores tem inquietado professores e gestores de instituições de educação superior que buscam alternativas para saná-las ou minimizá-las, implementando ações nesse sentido. Com esta finalidade, desde 1999, a Universidade Católica de Santos realiza anualmente um projeto intitulado ¿curso de nivelamento¿, iniciado com estudantes de cursos de engenharia. Em 2003, estendeu essa iniciativa a todos os cursos de graduação, criando o Programa de Iniciação à Vida Acadêmica (PIVA) para oferecer apoio pedagógico aos alunos ingressantes e orientações para sua permanência com sucesso na educação superior. O objetivo desta pesquisa consiste em analisar como os alunos percebem sua passagem pelo PIVA. A análise proposta fundamenta-se em estudo sobre a educação superior na atualidade, especialmente no Brasil, destacando a ampliação de acesso e a hegemonia no setor privado. Para atingir o objetivo a pesquisa adota abordagem qualitativa, nos moldes de um estudo de caso de caráter exploratório, utiliza documentos oficiais internos e externos e um questionário estruturado com questões abertas e fechadas , aplicado a trinta e seis estudantes que ingressaram na universidade em janeiro de 2012. Para a análise das respostas às questões abertas vale-se dos princípios da Análise de Conteúdo. Os dados foram agrupados em categorias que emergiram das colocações dos estudantes e mostraram que estes compreendem e valorizam os conteúdos e as atividades desenvolvidos no PIVA, e os consideram fundamentais para iniciar o curso escolhido e ter um bom aproveitamento. Acreditam que o PIVA é fundamental não só no que se refere à superação de dificuldades oriundas do ensino fundamental e/ou médio, mas também na sua integração à vida universitária.