Thesis (Ph.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.168-183) and index.

abstract: Background: College freshmen are exposed to a variety of environmental and social factors that can alter changes to health habits and encourage weight gain. Weight-related conversations had with friends may be related to self-perception of weight and alterations to health behaviors, but this association has yet to be assessed in the college population. Objective: This study aims to examine the relationship between friend advice about weight management, self-perception of weight, and alterations to weight change intentions, physical activity, and eating habits in college freshmen over time. Methods: College freshmen from ASU with complete data for three time points (n=321) were found to be predominantly female (72.2%) and non-white (53.2%) with a mean age of 17.5±41. Complete data included responses for items included in analysis which were related to friend encouragement about weigh management, self-perception of weight, physical activity, eating behaviors, and weight change intentions. A longitudinal multivariate mediation analysis using negative binomial regression adjusted for sociodemographics and clustering by dorm was used to assess the relationship between 1) friend encouragement about weight management at time 1 and behavioral outcomes at time 3, 2) friend encouragement about weight management at time 1 and self-perception of weight at time 2, and 3) self-perception of weight at time 2 and behavioral outcomes at time 3. Results: A small proportion of population perceived friend encouragement about weight loss (18.3%) and weight gain (14.4%) at time 1. Half the population (50.9%) had the self-perception of overweight at time 2. At time 3, more than half (54.3%) of individuals performed at least 60 minutes of MVPA and consumed at least ½ a serving of sugar-sweetened beverages each day, while nearly half (48.6%) consumed at least 2 servings of fruits and vegetables each day. Males perceived more friend encouragement to gain weight (27.4%; p<0.01), but more females had the self-perception of overweight (54%; p=0.04) and were attempting to lose weight (59.3%; p<0.01). Individuals who perceived friend encouragement to lose weight at time 1 had a 14.8% greater prevalence (p<0.001) of overweight perception of time two, and a 9.6% and 6.9%; decreased prevalence (p<0.001) of weight change and weight loss intentions (p=0.023) at time three respectively. Individuals who perceived friend encouragement to gain weight had a 34.9% decreased prevalence of (p<0.001) of self-perception of overweight at time 1. In individuals with the self-perception of overweight at time 2, there was a 18.1% increased prevalence (p<0.001) of consuming at least ½ a serving of sugar-sweetened beverages/day and an increased prevalence of 22.8% and 24.0% for weight change intentions and weight loss intentions at time 3 (p<0.001). Conclusion: These findings suggest that there was not a mediation effect of self-perception of overweight in the relationship between friend encouragement about weight management and behavioral outcomes in the current sample. However, the increased prevalence of overweight perception in individuals who perceived friend encouragement about weight management may inform future interventions to focus on how weight-related conversations with friends is related to overweight perception. More research about the relationship between weight-related conversations had with friends, self-perception of weight, and health behaviors is needed to confirm these findings. / Dissertation/Thesis / Masters Thesis Nutrition 2016

The purpose of this study was to identify the major problem areas of freshmen community college students and to determine if significant differences in problems of freshmen students existed as a variable of age, sex, or marital status. The population consisted of 674 community college students enrolled in an Orientation to College program during the fall or spring semester of 1976, 1977, 1978 or 1979. Each student was administered the Mooney Problem Check List (MPCL), College Form (1950) during the first week of enrollment at the community college. he data were analyzed in order to determine if a significant difference existed in the problem areas reported by students according to a Friedman Two-Way Analysis of Variance by Ranks. A significant difference produced by the Friedman ANOVA indicated a need to apply a Wilcoxon Matched-Pairs Signed Ranks Test in order to determine which problem areas differed significantly from one another. A Mann Whitney U Test was employed to statistically compare the problem areas of male students and female students as well as married students and single students. A Kruskal-Wallis one-way analysis of variance by ranks for k independent samples was employed to test differences in the responses of four student age groups: 18 and under, 19 and 20, 20 through 29 and 30 years of age and over.

abstract: As the retention rate of college freshmen increases, Tinto's (1993) model of academic persistence conceptualizes several dimensions of students' voluntary dropout. This study examined both personal and parental factors that may impact the academic persistence decisions of freshmen college students: 1) parental educational attainment; 2) parental valuing of education; 3) high school grade point average (GPA); 4) residential status (on- versus off-campus); 5) educational self-efficacy; 6) self-esteem; 7) personal valuing of education; 8) perceived academic preparation; and 9) academic expectations. The study sample consisted of 378 freshmen college students at a large southwestern university who were recruited from 23 sections of a 100-level class intended to promote academic success. The participants in this cross-sectional study were restricted to freshman level students and 18 and 19 years old in accordance with Erikson's (1968) Identity stage of psychosocial development. A hierarchical regression analysis revealed that academic persistence decisions were predicted by residential status and self-beliefs, which consisted of: educational self-efficacy, self-esteem, personal valuing of education, perceived academic preparation, and academic expectations. Parental valuing of education was a significant predictor of academic persistence decisions until self-beliefs were added to construct the full model. Although self-beliefs were collectively the most powerful predictors of persistence decisions, accounting for 22.8% of the variance, examination of the beta weights revealed that self-esteem, educational self-efficacy, and personal valuing of education were the most powerful predictors, while academic expectations approached significance. Residential status was also a significant predictor and accounted for a small but significant variance (1.6%) in academic persistence decisions. A significant multivariate difference was found between students living on campus and those living off campus. Follow-up ANOVAs revealed differences in mother's education and in parental valuing of education. These findings suggest that researchers, counselors, and college policy-makers consider on-campus living variables as well as students' self-beliefs when considering academic persistence decisions in college freshmen. / Dissertation/Thesis / M.C. Counseling 2013

abstract: Many students in the United States are graduating from high school without the math skills they need to be considered college ready. For many of these graduates, who find themselves starting their higher education at a community college, remedial math can become an insurmountable barrier that ends their aspirations for a degree or certificate. Some students must take as many as four remedial courses before they are considered college ready. Studies report that between 60% and 70% of students placed into remedial math classes either do not successfully complete the sequence of required courses or avoid taking math altogether and therefore never graduate (Bailey, Jeong, & Cho, 2010). This study compared three low-level freshman math classes in one Arizona high school. The purpose of this study was to implement an innovative learning intervention to find out if there was a causal relationship between the addition of technology with instruction in a blended learning environment and performance in math. The intervention measured growth (pre- and posttest) and grade-level achievement (district-provided benchmark test) in three Foundations of Algebra classes. The three classes ranged on a continuum with the use of technology and personalized instruction. Additionally, focus groups were conducted to better understand the challenges this population of students face when learning math. The changes in classroom practices showed no statistical significance on the student outcomes achieved. Students in a blended online environment learned the Foundations of Algebra concepts similarly to their counterparts in a traditional, face-to-face learning environment. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2013

This study investigated: the impact of addition of learning styles identification and interpretation on an existing academic skills improvement program, the effect of student's learning new material at preferred or non-preferred times of day, and learning style characteristics for different sexes, ethnic groups, and college majors. Student GPAs and probationary status were compared for 144 freshman students admitted on Individual Approval status, i.e., 71 students who completed the Academic Skills Workshops during the Fall of 1983 and 73 students who completed a revised program in 1984. Reading gain scores and learning style characteristics were studied for the 1984 students. Learning style characteristics were measured by the Productivity Environmental Preference Survey and reading gains were measured by the Nelson-Denny Reading Test. Analysis of variance, simple effects analysis, and chi square analysis were used to determine whether GPAs and probationary status significantly improved after the addition of learning style information for the total sample, sex and ethnic subgroups. Reading gain scores were compared by means of a t test. Analysis of variance and simple effects analysis were used to determine whether different learning style preferences existed for different sex, ethnic, and college major groups. Findings indicated that GPAs and probationary status did not significantly improve for students who received learning styles assessment and interpretation as compared to those who did not, either by total sample or subgroup analysis. Reading gain scores were not significantly better for time-congruent than time-incongruent students. However, scores on some learning style elements were significantly different for male, female, Anglo-American, Mexican-American, and college major groups. Differences in program instructional format and setting, sample, and outcome measures between this study and previous research were discussed as possible reasons for the lack of significant improvement in GPA, probationary status or gain scores. Some of these factors may also have been responsible for the low number of elements found to be significantly different for the subgroups studied.

M.Ed. / The literature-study that was undertaken indicated that first-year students have problems in adapting to university- life. Extensive research has been done regarding the academic adaptation of first-year students. The social adaptation has been mentioned in various literature sources as a problem although intensive research on this subject has thus far not been done. The first objective of this study was directed towards gaining more clarity on the social adaptations that first-year students living in university residences have to make at university. A second objective was to determine the responsibilities these first-year students had to take in their social adaptation process, to ensure that they make the correct decisions. Thirdly, the male and female students° responses were compared regarding the above issues. A questionnaire was used to obtain data on the three objectives mentioned above. These objectives were analysed by making use of Hotelling's T 2 -test and Student's t-test. The results obtained in this study indicated the following: Male first-year students were more self-assured and had a greater need to socialise with people of the opposite sex. Female first-year students were uncertain about themselves and did not have the need to socialise with people of the opposite sex. Thus, first-year male students tended to adapt better socially in the first few weeks at university than was the case with female first-year students. First-year female students showed a higher degree of social responsibility. Male first-year students showed a higher tendency towards personal responsibility. In total, only a limited amount of responsibility was shown by first-year students during their social adaptation at a university.

M.A. (Psychology) / Please refer to full text to view abstract

Student success rates in South African higher education institutions are unacceptable. There are many contextual challenges facing these institutions, some as a result of the legacy of the apartheid educational system and some related to the challenges surrounding increased access to higher education. The impact in terms of the costs associated with re-educating students and the added pressure of readmitting failed students into continually growing classes, are substantial. In addition, there is a growing contention that the level of preparedness of students is declining. All of these challenges place immense pressure on academics to support students and ensure acceptable pass rates. There are numerous factors, both academic and non-academic, which have an influence on academic success including prior academic achievement, the academic experience, institutional expectations and commitment, finances, family support and university support services. Many factors are beyond the control of higher education. Student engagement, however, appears to be one factor over which educators have some control. Student engagement may be defined as student involvement in educationally purposive activities. For the purposes of this study two main factors contributing to student engagement were explored. Firstly, the amount of time and effort that the student spends on academic and other activities that lead to experiences and outcomes that constitute academic success. This factor was termed “student behaviours”. Secondly, the ways in which the institution allocates resources and organises learning opportunities and services in such a way as to induce the student to participate in and benefit from these activities. This factor was termed “institutional conditions”. The main research problem of this study was to determine the influence of student engagement on the academic success of first-year Human Resource Management (HRM) students at Nelson Mandela Metropolitan University. The main research problem had five sub-problems which were addressed through the following actions: A literature study was conducted, highlighting the challenges faced in higher education, building a case for student engagement and identifying the factors that contribute towards student engagement, more specifically the student behaviours and institutional conditions. Semi-structured interviews were also conducted with staff members lecturing first-year HRM diploma students at NMMU, with students registered as second- and third-year HRM diploma students, and with a staff member of the Centre for Teaching, Learning and Media (CTLM) at NMMU, to obtain their views on the nature of student engagement and its impact on academic success, as well as the student behaviours and institutional conditions that contribute towards student engagement. The insights gained from the literature survey and the interviews were incorporated into a survey questionnaire which was developed for use in the empirical study to identify the existence and levels of the student behaviours and perceived institutional conditions that contributed towards student engagement among HRM diploma students who were in their first year of study at NMMU in 2012. The final year marks achieved by these HRM diploma students in their first year of study were obtained and correlated with the levels of engagement identified as part of the empirical study. The results of the study revealed that the respondents demonstrated a fair range of the student behaviours which are conducive to promoting student engagement. Their perception of the existence of institutional conditions conducive to promoting student engagement was good. The results also revealed a significant positive correlation between the average final year mark and “student-staff interaction” for both student behaviours and institutional conditions. A significant relationship was revealed between student behaviours and institutional conditions related to “academic focus”, “student-staff interaction” and “social integration”. In exploring the relationship between selected demographic variables and academic success, living arrangements emerged as an important consideration in promoting academic success as all the respondents who failed, lived far from the university. First generation learners were found not to achieve the levels of success of their peers who have had exposure to family members and significant others with tertiary experience. Overall the importance of good relationships between students and staff in promoting engagement and ensuring academic success emerged as an important factor. The importance of improving student success rates should be of paramount importance to all educators. The factors contributing towards student success are numerous and vast. Educators who understand the nature of student engagement and are aware of the student behaviours and institutional conditions that can be promoted in the higher education setting to improve engagement could become more effective in improving student success rates. Their efforts could be further enhanced if students are made aware of how their behaviour, understanding and utilisation of the resources, learning opportunities and services provided by the institution, can positively influence their academic success.

M.Ed. (Psychology) / There has been a growing concern about first year students who enter universities without adequate learning and study strategies to meet academic demands. This can result in failure and underachievement. Research subsequently focused on aspects which may negatively Influence the students' choice and use of learning strategies, such as cognitive and affective aspects of the learner. Very little attention has however been given to the influence of illnesses on the learner and his learning strategies. The aim of this study Is to compare first year students who suffer from migraine headaches with students who do not suffer from it. This is done In order to determine whether or not migraine could be considered as an Influencing factor. From the literature study that was undertaken it is clear that migraine headaches, which are classified as a chronic pain illness, can have a substantial impact on the psychological and social well-being of the patient. It can affect a patients cognitive and affective functioning as well as his behaviour. Current research also show that there might be a common neurochemical cause for migraine headaches, affective disorders and certain learning problems. This research offer therapeutic possibilities in all above mentioned areas. The question arose from the literature study of whether migraine headaches could be considered as a factor in the learning strategies of first year students. To answer this question, an empirical study was undertaken, Involving all 1992 first year students at RAU The battery contained the following diagnostic tests: • LASSI (Learning and Study Strategles Inventory). • A health questionnaire. The data was processed In order to find whether a statistically significant correlation exlsted between migraine headaches and learning strategies among the first year students. The empirical study confirmed that migraine headaches could be considered as an Influencing factor In the study and study learnlng strategies of first year students. Due to the limited size of the experimental group. migraine headaches asa possible factor In the learning strategies off first year students can only be applicable to RAU first year students