M.Ed. (Educational Psychology) / The successful adaptation to university by first year students is of prime importance to university authorities throughout the world. The high dropout rate of students is an indication that students do have a problem adapting to university. This has led to the introduction of orientation courses and the development of programmes to assist students in adjusting. This allows them a greater opportunity to experience success at university and to meet the main aim of university education - cognitive development (Behr, 1986:27) ...

Given the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best used to capture sequential changes over time, across multiple domains, and during sensitive periods of development Academic motivation and achievement likely exemplify predictors that would affect peer status sequentially over time during the early primary school years. This study examined the developmental cascade of task avoidance, academic achievement, and peer acceptance using a sample of 545 (311 boys, 234 girls) Finnish students in the 1st through 4th grade (M = 7.67, SD = 0.31 years old at the outset). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

The growing Haitian population in the United States is directly affecting all institutions of higher education As institutions continue to diversify across the country, HBCUs are also responding to this trend According to Ricard and Brown (2008), HBCUs are changing in order to keep up with the growing demand of institutional diversity, and they recognize that having a diversified student body will make the institutions more competitive Although their historic mission focuses on educating Black students, there remains a gap in the literature on HBCUs on one of the largest Black groups in the United States: the Haitian immigrant In the literature, the Haitian population constitutes approximately 15% of the total US foreign-born population, and 15% of the total Black immigrant population in the US, behind Jamaicans at 18%, respectively Moreover, Haitians make up the fourth largest immigrant population from the Caribbean behind Cubans, Dominicans, and Jamaicans (Anderson, 2015) However, these numbers do not include the hundreds of thousands of Haitians who fled the Country after the devastating earthquake of 2010 nor the thousands of undocumented Haitian immigrants currently living in the US This qualitative phenomenological study sought to explore the college choice process of ten Haitian students who chose to attend a highly selective HBCU located in the Northeast region of the United States Moreover, this study sought to explore how these ten Haitian students developed a sense of belonging to the HBCU campus The primary methods for data collection included semi-structured one-on-one interviews, a demographic questionnaire, and artifact analysis Using the theoretical frameworks of Chapman’s (1981) Model of College Choice and Sense of Belonging, this study discovered the factors that influence Haitian students’ decision to attend a highly selective HBCU centers around family Moreover, this study discovered that Haitian students at a highly selective HBCU described their sense of belonging through various forms of relationships / Includes bibliography / Dissertation (PhD)--Florida Atlantic University, 2016 / FAU Electronic Theses and Dissertations Collection

University of Macau / Faculty of Education

Research on risk and resilience related to behaviour and poor health outcomes among young people consistently indicates the need to take greater cognisance of social and environmental factors. This is particularly true of research in developing countries. In South Africa, there is a paucity of research on these issues. This study attempts to examine risk and protective factors, as well as coping style of young South Africans at the University of Natal, Pietermaritzburg. Environmental risk and protective factors measured were related to family, peers, and financial support. Categories of risk behaviour and poor health outcomes measured were substance use, sexual behaviour, general risk behaviour and depression. Broad-based questionnaires were sent to 2000 randomly selected students aged between 18 and 24 years old, and completed by 678 students. Results indicated that there was a trend towards gender equalisation in levels of risk and poor health outcomes- that there were significant relationships between many risk behaviours and poor health outcomes- that coping styles were correlated with risk behaviour and poor health outcomes in the expected direction (avoidance coping correlated positively and approach coping correlated negatively with risk behaviour, poor health outcomes and environmental risk factors)- and that environmental risk factors (low family, peer, and financial support) were associated with high levels of risk behaviour and poor health outcomes including sexual risks and depression. A contextual model was employed to explain the importance of environmental factors and coping styles in the promotion of health and wellbeing. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2001.

In studying postgraduate students’ lived experiences and their learning moments in their postgraduate studies, my study offers a deeper understanding of who these African, international, postgraduate students are and how they negotiate their learning experiences within the various social, personal and professional spaces at University of KwaZulu-Natal (UKZN). I explored postgraduate students’ lived experiences in higher education within the context of internationalisation. My study is located within a qualitative research approach which allows me to understand the postgraduate students’ lived experiences in higher education from the perspective of the participants, as they negotiate and construct particular meanings of self and learning.Using a narrative inquiry approach offered me the opportunity to reflect on the diversity, richness and complexities involved in understanding the personal and professional learning experiences of postgraduate international students studying in higher education. The research methods used included life history interviews, collage and photo voice to understand the complexities, challenges and highlights of studying in a foreign country. The data generated enabled me to produce rich and vivid narrative accounts of their learning.Through narrative analysis, two reconstructed students' stories were produced. The findings of the data show that international students are faced with both positive and negative learning experiences. Particular meanings of self shaped by dominant discourses and practices in their homeland shape who they are as international postgraduate students. The study concludes that these African, international, postgraduate students’ personal, social and professional identities are negotiated on a daily basis within the postgraduate learning. Their professional space offered them a platform to realise their goals at UKZN as international students. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

This thesis investigates student-identified benefits of residential learning communities. It is a qualitative study involving matriculates living on campus who participate in Freshman Connections at Ball State University. Past assessment of the program includes faculty, residence hall director, and student surveys investigating their experiences and feedback. The literature reflects creation and implementation of living and learning communities, benefits for students, faculty and universities, and retention outcomes. The researcher used focus groups in the research design and analyzed the data by extracting relevant themes. The findings are discussed within the following themes: student knowledge of the Freshman Connections program; adjustment to Ball State University, and college, academic and interpersonal benefits of learning communities; and relationships among students and faculty. The conclusion includes discussion of how student adjustment to Ball State University and college was affected by assignment of students to the same courses and residence hall. Academic relationships among faculty and students are also explored along with discussion concerning students' overall experience in the Freshman Connections program. Finally, suggestions for further research are presented. / Department of Educational Leadership

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.

Thesis (M.A.)--Wheaton College, 2005. Action Research Paper (M.A.)--Wheaton College, 2005. / Includes bibliographical references (l. 125-129).

Mémoire (M.Ed.)-- Université du Québec à Chicoutimi, 1992. / Bibliogr.: f. [127]-130. Document électronique également accessible en format PDF. CaQCU