Research in metacognition has long demonstrated that applying metacognitive strategies improves students learning and performance. Incoming college and university freshmen are not typically trained in using the metacognitive skills that could enhance their academic performance and their satisfaction with the college experience. This study attempted to assess first-year university students' metacognitive awareness and usage at two levels: (a) After direct and specific metacognitive training, (b) after engaging in weekly metacognitive reflection assignments. Six classes of university freshmen were studied in terms of their use of metacognitive skills and strategies as they progressed through their initial semester. Four of the six classes were trained in metacognitive skills and strategies using the Metacognitive Skill Instruction. Two of these four classes were prompted to specifically reflect on their use of metacognitive skills and strategies. The other classes were not prompted about their use of metacognition. Students' metacognitive performance was assessed at the end of the semester using the Metacognitive Awareness Inventory. Results show there was no initial difference between groups yet a significant difference between posttest and retrospective pretest scores was found for all three groups at the end of the term.

The purposes of this study were first to determine if there were significant differences in living environment press, i.e., the pressure on an individual to behave in a certain way, between those fraternity chapters that had the highest freshman pledge retention rates and those that had the lowest. If significant differences were determined to exist, the second purpose was to investigate how those differences related to differences in the retention rates for freshman fraternity pledges. The data were obtained from the records of all freshman pledges in the Oregon State University fraternity system for a four-year period. From these data the high pledge retention and low pledge retention fraternities were determined. The sample for the remainder of this study was two of the three highest and two of the three lowest pledge retention fraternities. The highest and lowest pledge retention fraternities were eliminated. Analyses included: Pearson Correlation Coefficients to determine if there were significant correlations between retention of pledges in the fraternity system and six factors involving grades and the number of members and pledges living in the fraternities; two-way, fixed analyses of variance to determine if there were significant differences between the high retention fraternities (HRFs) and the low retention fraternities (LRFs) with respect to pledge high school grade point averages and Scholastic Aptitude Test scores; chi square contingencies to determine if there were significant differences between the HRFs and the LRFs with respect to 14 different characteristic, background, and satisfaction variables; and F-test analyses to determine if there were significant living environment differences between the HRFs and the LRFs on each of the subscales of the University Residence Environment Scale, Form R. The conclusions of the study were: 1. Neither high school nor college grades, SAT scores, nor individual characteristics, background, and satisfaction levels can be used to define differences in pledge retention between the HRF and LRF houses. 2. The differences within the living environment, and primarily the relationship dimension of that environment, of the two groups offer the best explanation of the pledge retention differences between the two groups. 3. The overt pressure exerted by the LRFs on their pledges to study and achieve academic success did not result in greater academic success than in HRFs, but did tend to limit the degree of social integration achieved by their pledges. 4. Social integration has a significant positive impact on pledge retention, while overt pressure toward academic integration has a probable negative impact on pledge retention. 5. Successful social integration, while having a positive impact on pledge retention, does not have a negative impact on academic performance. In fact, the impact on academic performance may be positive. 6. A crucial element in the Tinto (1987) model should be a relationship building block within the peer group interactin portion of the social system. Recommendations for further study were made. / Graduation date: 1991

Though much research is available on student persistence and attrition, few studies asked students to describe their experiences and motivational factors that influenced them to stay enrolled. This study at Ball State University helped researchers to understand these factors so that they could better work with matriculating freshmen and reduce freshmen drop-out. Qualitative research methodology resulted in data being gathered via personal interviews with students who were identified as matriculating freshmen living in the university residence halls during fall and spring of the 2004-2005 academic year. A semi-structured interview guide was created and modified. Data were collected in March, April, and May of 2005. The researcher analyzed the data by identifying thematic connections among the data according to guidelines presented by Seidman (1998).The researcher concluded that the goal of a powerful job and the recognition by parents and families motivated students to attend college and graduate. Students believed their motivations were internal, but based on their responses, the motivations were external to them. A better career and parental recognition were forms of external motivations. The factors at Ball State University that encouraged students to stay enrolled varied from individual involvement to characteristics of the institution. Programs like Orientation and Freshman Connections did not seem to have much of an impact on students' adjustment. / Department of Educational Leadership

The purpose of this study was to examine the relationship between parental attitudes and student attitudes toward the consumption of alcoholic beverages, between parental attitudes toward the consumption of alcoholic beverages and the reasons students drink alcoholic beverages, and between parental attitudes toward the consumption of alcoholic beverages and the frequency and quantity of alcoholic beverages consumed by students. The Alcohol and Other Drug Survey and the Survey of Parental Attitudes were employed. The sample included 389 sets of matched pairs of parent and student from Radford University, Virginia. Analysis included descriptive statistical techniques, Multiple Linear Regression to predict outcomes, and Pearson r to describe correlations between variables. Based on the results of the study, the following conclusions were reached: 1. There is a significant relationship between parental attitudes and student attitudes toward alcohol consumption, but this is brought about by the difference of opinion in condoning or not tolerating the use of alcohol. 2. There is a significant relationship between the parental attitude "condone use" and students consuming alcohol because "it tastes good" and "to get drunk." 3. There is a significant relationship between the parental attitude "condone use" and students consuming five or more drinks in a row. 4. It was concluded that student peer attitudes, student religion, and parental attitudes about alcohol were significant predictors of student attitudes toward alcohol consumption. 5. There is a substantial difference in the percentage of students who condone drinking as compared to parents responding similarly. 6. Important findings revealed students to be much more tolerant of drinking behavior that parents overwhelmingly felt placed people at risk of harming themselves. 7. Interesting data revealed that students are much more accepting of drunken behavior and drinking games. 8. The primary reasons students gave for drinking alcoholic beverages included "to have a good time with friends," "to fit in with peers," and "to get wasted," with parents being most tolerant of their son/daughter consuming alcohol "to have a good time with friends. / Graduation date: 1994

This study was designed to develop a procedure for the identification of freshman students at risk in the academic and social integration process at Texas Christian University. The data for the study were collected from the Student Information Form (SIF) and student records system at Texas Christian University. The data included demographic, attitudinal, educational background and one-year persistence indicators (retain and drop) as well as one-year cumulative grade point averages for the fall 1990 entering freshman class.

This qualitative study was designed to investigate Millennial Family Members and their impact on higher education. The goal of this research was to richly describe the institution-student-parent relationship. Eighteen interviews were conducted with parents of first year students in order to gather descriptive data. The researcher had contact with the family members through "The Conference on Student Success."Five conclusions emerged. Millennial Family Members:1. Have a very different role in their student's higher education process than their parents did.2. Have expectations that the University guarantee safety, provide life lessons and career development.3. Communicate regularly with their students regarding all aspects of their lives including academic work, social issues, community concerns, and financial issues.4. Believe that they have a strong and essential influence on their college student.5. Interact with Student Affairs and Academic Affairs departments on behalf of their students.Implications of these findings and future directions for research were discussed. / Department of Educational Studies

This study examines personal problems which a selected group of 1970's college freshmen at North Texas State University considered important to them and investigates significant changes in the nature, configuration, and frequency of these problems from those indicated by selected freshmen of the 1960's and 1950's. None of the wide variety of previous approaches over the years in studying problems of students has presented such a broad time span as this study. The students of the 1950's and 1960's were North Texas State University freshmen enrolled in Education 161, "The Psychology of Social and Personal Adjustment." The 1970's population was taken from basic freshman English courses at North Texas State University. All students were administered the Mooney Problem Check List, and the results were prepared for computer analysis. An analysis-of-variance program was used on eight hypotheses, with a .05 level of significance required for the hypotheses to be retained. The Spearman Rank Order Correlation Coefficient was used in answering two hypotheses. There were 2,809 freshmen from the 1950's, 1,440 from the 1960's, and 695 from the 1970's.

This study attempted to determine if participants in admitted student programs at Ball State University matriculated and persisted at a greater rate and had more academic success than students who did not participate in admitted student programs.Students who participated in one or more admitted student programs matriculated at a greater rate (73.3%) than those who attended on-campus admissions programs (59.0%) and those who did not attend an admitted student program or an on-campus admissions program (42.7%). Matriculates who attended an admitted student program persisted into the second semester of study at a greater rate (93.9%) than those who attended no programs (77.5%), and had a higher mean grade point average in the fall semester (2.85/4.00) than those who attended no programs (2.58/4.00). / Department of Educational Leadership

The purpose of this study was to compare the academic performance of black freshmen at Virginia Polytechnic Institute and State University who had graduated from predominantly black and predominantly white high schools after their involvement in Intervention Programs on selective variables with those students who have graduated from black and white high schools who did not participate in these programs. Four groups were created for this comparison: Group A--those students who graduated from black high schools and participated in Intervention Programs; Group B--those students who graduated from predominantly black high schools and who did not participate in these programs; Group C--those students who graduated from predominantly white high schools and who participated in Intervention Programs; Group D--those students who graduated from predominantly white high schools and who did not participate in these programs. The 4 groups were compared on their mean high school grade point average (HGPA), Scholastic Aptitude Test (SAT) scores, math and verbal, the Test of Standard Written English (TSWE) scores, and freshmen cumulative grade point average (FGPA). A two-way analysis of variance (ANOVA) was conducted for type of school graduated, predominantly black or white, and participation or non-participation in Intervention Programs. Also a Pearson product-moment correlation coefficient (Pearson correlation) was performed to ascertain relationship between HGPA and FGPA. In addition, a Pearson correlation was performed between FGPA and the following variables: amount of financial aid, citizenship, family income, and kinds of financial aid. The findings revealed the following: Even though black students who participated in Intervention Programs had significantly lower high school grade point averages and standardized test scores, after l year, students who had participated in Intervention Programs mean FGPA was not significantly different from those students who had not participated in these programs. The results showed that there was an association between participation in Intervention Programs and improved academic. performance. Even though black graduates of predominantly white high schools had higher standardized test scores than did black graduates of predominantly black high schools, these higher test scores did not translate into a higher mean freshmen grade point average. Graduates of predominantly black high schools who came from low-income families did better academically than did graduates of predominantly white high schools who came from low-income families. Students who received financial aid had a higher mean freshmen grade point average than did students who did not receive financial aid. Graduates of predominantly black high schools had a slightly higher mean grade point average, from high school through college, than did graduates of predominantly white high schools. For students who participated in Intervention Programs, their high school grade point averages were not good predictors of their college grade point averages. In general, students who participated in Intervention Programs faired as well as students who did not when compared for academic survival. However, for students who did not participate in these programs, their high school grade point averages were good predictors of their college grade point averages. / Ed. D.

The problem of this study was first year student retention at a private university. The purpose of the study was to identify high risk students (dropout prone) by use of the Stratil Counseling Inventory -_ College Form (SCI-C) in order to initiate early intervention counseling and advising. Intrusive counseling was started within the first six weeks of the 1984 fall semester to facilitate the students' transition to college. The population of the study was first-time full-time freshmen students in attendance at Freshmen Orientation the week prior to the beginning of the 1984 academic year. SCI-C instrument consisted of six scales designed to elicit attrition-related information about the firsttime, freshmen students. The scales identified students who were in need of assistance, and they provided a profile of their problem areas. This information, available within ten days after the beginning of classes enabled Student Development personnel to select the students out of the freshman class who needed help and to refer them to university resources for assistance. The conclusions drawn from the analysis of the SCI-C data were: (1) students who needed assistance to integrate into the academic and social envrionment of the university were identified by the SCI-C; (2) students at Hardin-Simmons University value adult/student relationship outside of the classroom; (3) attitudes of caring service creates a "staying environment;1* (4) although the SCI-C indicates students' interests in support services, not all students who request assistance, avail themselves of the opportunities provided for them; (5) a relationship seems to exist between the intervention strategies provided particular freshmen and their succesful performance in the classroom (CPA of 1.60 or greater) and their persistence at the university for their second year; (6) the SCI-C provides attrition-related counseling information about students rather than predicting college academic success; and (7) the SCI-C i s a valid instrument to use to facilitate student retention at Hardin-Simmons University,