The ethnographic study reported in this dissertation examines the articulation process of six informants, three undergraduate and three graduate students, as they made the transition from an intensive English program into mainstream university courses at a medium-sized Midwestern university.The research attempted to determine what needs students had as they made this transition, looking at several factors, including variables in the background of informants, differences in the experiences between undergraduate and graduate students, variables in the environment encountered, actions on the part of informants that helped or hindered in making the transition, actions on the part of instructors that helped or hindered in making the transition, and finally, areas in which the intensive English program could make improvements.The primary means of data gathering for this study was through informant interviews, all of which were tape-recorded, with pertinent sections later being transcribed. The questions asked during these interviews ranged from relatively closed-ended questions from prepared interview schedules to more open-ended, individualized questions based on previous responses. Interviews were first conducted while informants were still studying at the Intensive English Program. Subsequent interviews were held at three to four week intervals during the semester in which informants first began their mainstream university courses. / Department of English

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Thèse (M.A) -- Université du Québec à Chicoutimi, 2004. / Bibliogr.: f. 136-141. Document électronique également accessible en format PDF. CaQCU

The problem of this study was to determine the personal, social, and academic adjustment problems of Arab students at selected Texas institutions of higher education. The students in this study were 315 undergraduate and graduate Arab students attending four Texas institutions of higher education who were enrolled in the spring semester of 1979. The purpose of this study was twofold: (1) to identify the personal, social, and academic adjustment problems perceived by Arab students; and (2) to analyze and to interpret the data in relation to the adjustment problems of full-time Arab students included in this study. Results indicated that the Arab students were in general agreement concerning the questionnaires; no significant differences were found at the .05 level between male and female Arab students, married and single Arab students, and undergraduate and graduate Arab students. Recommendations were included which suggested that faculty and administrators who interact with Arab students be acquainted with the findings of the study. Orientation programs should be provided for Arab students, and the possibility of developing and enhancing the students' academic and non-academic experiences by identifying those individuals who have the ability and interest necessary for working with Arab students should be examined. Better communication should be developed and programs should be implemented to facilitate better understanding and respect between Arab students and Americans.

This study is a lifespan analysis of adult college students between the ages of twenty-three and fifty-five at North Texas State University in Denton, Texas, with respect to academic achievement as measured by grade point average, self-esteem as measured by the Rosenberg Self-Esteem Scale, and anxiety as measured by the Taylor Manifest Anxiety Scale.

Freshman business administration students were placed into an extended orientation course during their first semester of enrollment at Embry-Riddle Aeronautical University. The 60 course participants met twice a week for fifteen weeks in a 55-minute class spending approximately 20% of class time in each of the following: (a) lecture; (b) skill exercises; (c) group discussion; (d) guest speaker presentations; and (e) a combination of reviews, quizzes, previews, and assignments. The purpose of the course was to provide students with information and the opportunity to acquire skills to help them to be more successful in college. Following the end of their first semester the records of the freshmen participating in the course were compared to two control groups; a random sample of 89 entering freshmen, and the 1985 entering class of 51 business administration students. Analysis of the study data led to the following conclusions: (a) The academic achievement of freshmen, as measured by academic standing, ratio of completed classes to hours for which enrolled, and grade point average was not found to be significantly impacted by attending the orientation course; (b) the retention of freshmen into a second semester was not fostered by course attendance; (c) the faculty members teaching the course were not unanimous in their praise of or continuing the course; and (d) the majority of students enrolled in the course did report the course to be beneficial to their academic and social adjustment and recommended that it continue to be offered to incoming freshmen. Recommendations resulting from the studies findings and conclusions included: (a) to use caution in relying on such courses to improve academic performance and retention; (b) to further explore benefits of such a course to assist in providing a smoother transition to college for freshmen; (c) in offering such courses greater care should be taken with the selection and training of instructors; (d) that benefits or lack of benefits of course participation be tracked over several semesters; and (e) that replication of this or other similar studies be undertaken and that the studies be constructed to limit self-selection into the study groups.

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Each new student arriving at the university or college brings an assortment of expectations, different types and levels of academic competency, different levels of psychological well-being, a variety of attitudes, values and divergent life experiences. Each adjusts at his or her own rate and experiences life as a student in unique ways. The focus of this study is on the problems that are encountered by the first year student on arrival at the institution and throughout the course of his or her first year studies. Using both qualitative and quantitative research methods that include work-shopping many issues, a questionnaire and focus group interviews, this triangulation of data-collection techniques has helped to provide a rich and deep exploration of the perceived problem areas. The study examines various factors that are perceived as limiting the potential performance and achievement of the student, specifically academic aspects and those factors and circumstances that affect psychological well-being. The psycho-educational issues found to be perceived as problematic by both students and staff members are a lack of preparation and insufficient academic competencies that are necessary for successful tertiary education. Of critical concern with the resultant necessity of immediate intervention, are the lack of accountability and a fear of failure with concomitant anxiety. Issues other than psycho-educational problem areas are highlighted such as economic and social variables. Although not part of the study, issues such as lack of finance and the impact of HIV/AIDS cannot be ignored as they may have a possible detrimental effect on first year student achievement. As academic competency development and psychological well-being are but two areas of concern within the gestalt of student development, the study is conducted from a theoretical stance that embraces holistic student development. It is in this light of developing the student as a totality that an intervention programme is suggested, affording the new student many opportunities to develop all facets of his being. / Faculty of Education / D. Ed.

Large numbers of students tend to experience failure and dropout in their first year at university. The fundamental aim of this research was to explore protective factors that could foster resilience amongst first year students. It is hoped that resilience research can give young adults the skills and support to survive academic challenges with the help of the university. This study undertook to determine resilience traits that could contribute to academic success. Students who enrolled at the University of the Western Cape for the first time during the year 2003 participated in this study.

The current study examined the impact that components of Social Cognitive Career Theory (SCCT) have on choice behavior and academic performance in African American or Black, undergraduate students. SCCT is a highly valued and researched theory, but few studies examine the impact that SCCT components have on choice behavior and academic performance in Black college students. This study focused on evaluating SCCT components’ relevance to variables that have been shown to predict later objective career success. This is important because African Americans tend to have significantly lower paying and less prestigious jobs, as well as attain lower levels of education than most other racial populations in the United States. However, there is a paucity of current career development and attainment literature specific to the African American undergraduate population. In an effort to promote understanding of within group differences in SCCT variables that can contribute to educational and career success, 247 African American undergraduates were recruited to participate in this study. The participants completed online questionnaires regarding demographic information, self-efficacy, contextual barriers, contextual supports, choice goals, and choice behavior. Participants also gave permission for researchers to access grades. Findings indicate that academic coping self-efficacy, contextual barriers, and contextual supports may be particularly important to academic choice behavior in African American college students. Further, choice behavior appears to be important to grade point average. Implications, limitations, and recommendations for future research associated with this study’s findings are discussed.