Academic Persistence Research Articles

A randomized controlled trial of mindfulness-based stress reduction on academic resilience and performance in college students

Objective The transition into college can pose barriers for student success. We examined the impact of mindfulness-based stress reduction (MBSR) compared to an active and no treatment control group, respectively, on stressor appraisals, academic persistence, and performance in unversity students. Participants Students were randomly assigned to receive MBSR (n = 29), study skills active control (n = 27), or no treatment (n = 29). Method Participants reported stressor appraisals and academic persistence pre- and post-intervention. Semester grade point average (GPA) and enrollment was also obtained. Results Academic stressor appraisals did not vary by group. MBSR was protective against depleted academic persistence, whereas academic persistence decreased in the control groups. Enrollment rates remained unchanged in the MBSR group, but increased in the active control relative to no treatment. Finally, GPA improved in the MBSR group, but not controls. Conclusions Findings suggest that MBSR confers some benefits for resilience in university students.

Experiences of College Students With Children During the COVID-19 Pandemic

College students with children are a unique subset of emerging adults, whose lives were disrupted by the COVID-19 pandemic, challenging their pursuit for education and financial independence. We sought to understand barriers and facilitators to their academic persistence during the first wave of COVID-19 in New York City. We conducted 37 in-depth interviews with students, faculty, and staff at six community colleges within a public university about their experiences during the pandemic and analyzed data using a modified approach to grounded theory. Students, faculty, and staff recognized the magnified and expanded roles and responsibilities of student parents. Students discussed the challenges they endured because of the diminished time from these new responsibilities. They shared strategies implemented and sacrifices made to manage. Support from faculty and staff was critical to their academic persistence. Increased faculty flexibility and synthesizing information about remote resources can help student parents better manage during the pandemic.

Person–Environment Fit and Retention of Racially Minoritized College Students: Recommendations for Faculty, Support Staff, and Administrators

Although colleges in the United States have become increasingly racially and ethnically diverse, degree attainment remains disproportionately low among students from underrepresented and minoritized racial backgrounds. In this paper, we discuss the interactive influence of both person and environment factors in shaping academic persistence and argue that college administrators, faculty, and student support staff can intervene and take specific steps to improve the academic experience of racially minoritized college students. To this end, we offer specific evidence-based recommendations for campus leaders and stakeholders on how to adapt their campus community to facilitate the requisite person–environment fit to maximize academic persistence.

Using Metacognitive Strategies to Improve Academic Performance in Biochemistry

Growing evidence suggests that students’ self-beliefs about the ability to alter their academic abilities can directly influence long-term achievement. These self-beliefs or mindsets can either be fixed (unchangeable) or growth oriented. Students with growth mindsets believe their academic abilities can change, which leads to higher grades and academic persistence in contrast to students with fixed mindsets. However, less is known about how these attributes affect student learning, particularly in college level biochemistry courses. In this study, we utilized social-psychological interventions to promote growth mindset among third and fourth year undergraduate students enrolled in a one semester Biochemistry survey course. Using a mixed-methods study design we evaluated student mindset, attitudes towards learning, and academic performance over four semesters. Our results suggest that although students’ mindsets did not change as a result of metacognitive interventions, their positive perceptions about learning vs performance did increase. Furthermore, students receiving growth mindset interventions significantly outperformed students who did not receive interventions on the final cumulative exam that assessed critical thinking skills. These results suggest that metacognitive interventions can be an effective tool to improve student academic performance in a biochemistry course.

Sport-to-School Spillover Effects of Passion for Sport: The Role of Identity in Academic Performance.

There is a theoretical and empirical basis that suggests that passion and identity are interrelated and that they can cross the achievement domain in influencing outcomes. Using a sample of student-athletes (N = 187), the first purpose of this study was to examine whether academic identity and athletic variables (athletic identity, harmonious and obsessive passion for sport) can predict academic performance and persistence. The second purpose was to determine whether these relationships are invariant across sex and first-generation status. Academic outcomes were positively predicted by academic identity and negatively predicted by athletic identity. Harmonious and obsessive passion for sport were both negatively related to academic performance indirectly through athletic identity. Harmonious passion also was a weak positive predictor of academic persistence. The identified relationships were largely invariant across sex and first-generation status. Findings suggest that both academic and athletic variables can predict academic outcomes.

First-Generation Students in Distance Education Program: Family Resources and Academic Outcomes

Distance education students have less access to classmates as a social resource and may, therefore, rely more on family members for support. However, first-generation students, or students who are the first in their family to attend university, may lack the academic resources that family members can provide. Overall, first-generation students in distance education programs may be at particular risk of lacking the necessary social capital to thrive in university. This study investigated whether two family resource variables—providing guidance about university and expressing supportive attitudes toward university—varied across generation status among distance education students. The study also investigated whether these family resource variables predicted students’ academic adjustment and academic persistence. A sample of 224 undergraduate, distance education students in South Africa completed an online survey. First-generation students (n = 60) reported receiving less university guidance from family members compared to continuing-generation students. In addition, receiving university guidance predicted students’ academic adjustment. The results suggest that university guidance from family members may serve as a protective factor against potential challenges that can impact students’ academic adjustment, a protective factor that first-generation students are less likely to have.

Female nursing graduate students\u2019 stress and health: the mediating effects of sense of coherence and social support

BackgroundNinety-five percent of nursing graduate students in South Korea are women, and most are often engaged in both academic coursework and work outside of the academic environment. Nursing graduate students often experience stress leading to physical and mental health problems that negatively affect their academic performance and persistence during graduate programs. The purpose of this study was to test multiple mediation effects of sense of coherence (SOC) and social support in the relationship between stress and health status of nursing graduate students.MethodsThe participants of this study were 231 female nursing graduate students from 14 universities. Data were collected using an online survey conducted between August and October 2019. Bootstrap techniques using the PROCESS macro for SPSS software were applied to assess the multi-mediating effects.ResultsThe total effect (B = − 12.29, p < .001) and direct effect (B = − 7.07, p < .001) of perceived stress on health status were significant. Perceived stress had negative direct effects on social support (B = − 0.41, p < .001) and SOC (B = − 5.77, p < .001). SOC had a positive direct effect on health status (B = 0.59, p < .001). However, social support was not a significant predictor of health status (B = 1.24, p = .232). In addition, there was a positive direct effect of social support on SOC (B = 5.23, p < .001). Furthermore, the indirect effect of perceived stress on health status through SOC was significant (B = − 3.42, 95% CI = − 5.2616, − 1.8906). There was also a significant indirect effect of perceived stress on health status through social support and SOC (B = − 1.28, 95% CI = − 2.1663, − 0.5992).ConclusionIt is necessary to create strategies that enhance nursing graduate students’ SOC and social support to reduce their perceived stress and to improve their health status.

Predicting academic success based on perseverance and passion for long-term goals (grit) among nursing students: Is there a cultural context?

BackgroundThe grit concept encompasses passion, i.e., the degree in which people maintain their passion for the same goal over long periods of time, and perseverance, i.e., the degree to which people make an effort to achieve the same goal over time. Studies show that people with higher grit have better outcomes in a variety of areas, including academic achievements. ObjectivesTo examine whether grit may be used as an admission tool for predicting academic success and non-dropout among nursing students at a college, and whether it can be identified in a cultural context (Jewish and Arab students). DesignA descriptive, exploratory study was employed. SettingThe study was implemented in the Department of Nursing at a college in Israel. Participants237 nursing students in their second, third, or fourth year of studies participated in the study. ResultsGrit meant that on average, scores out of 5 were quite high (passion = 3.56; perseverance = 4.00), with students rating themselves as being highly passionate about their studies and having high academic perseverance. Out of 100, the average college grade and clinical grade were relatively high as well (M = 84.66, range 68–95; M = 91.05, range 75–100 respectively), and were positively and significantly correlated. Significant weak positive correlations were found between the average college grade, passion scores, and total grit. No relationships were found for the clinical grade. The average college grade was found to be higher among Jewish students than among Arab ones, and higher among students who were born in Israel. Higher passion and higher total grit scores were predictive of a higher average college grade. ConclusionsPassion and perseverance are qualities that may be associated with health professionals. Findings show cultural differences regarding grit. Therefore, larger studies are encouraged, in order to investigate such differences. Whether grit should be included in student assessment models remains to be determined.

A Study on the Influence of Self-Efficiency, Social Support, and Major Commitment on the Academic Persistence of International Students

A Study on the Influence of Self-Efficiency, Social Support, and Major Commitment on the Academic Persistence of International Students

The Effects of Offering Proactive Student-Success Coaching on Community College Students’ Academic Performance and Persistence

Objective: This study examined the effects of offering proactive student-success coaching, informed by predictive analytics, on student academic performance and persistence. Specifically, this study investigated semester grade point average (GPA) and semester-to-semester persistence of community college students as outcomes. Methods: This study involved two stages of analysis. First, we used inverse probability of treatment weighting to create appropriately balanced samples of the students offered proactive assistance and students not offered proactive assistance to approximate a randomized control trial with observational data. Then, we applied regression analyses with weights and covariates to the balanced samples to estimate outcomes. Results: Using regression analyses with weights and covariates, we estimated few statistically significant results in sample subgroup models and no statistically significant results for whole-group samples. Generally, our analyses found that the offer of the intervention had no effect on students’ persistence and semester GPAs. Conclusions/Contributions: This study contributes empirical results to the emerging literature regarding student-success coaching, predictive analytics, and student-monitoring systems. The results demonstrate the necessity of performing rigorous analyses on these predictive-analytic systems and reveals ethical concerns that should be considered in designing interventions.

Assessment of School Student Achievement in Traditional vs Developmental Education: Psychological and Pedagogical Analysis

This study is a theoretical analysis of two student assessment systems that are most common in Russian schools: traditional performance grading and evaluation within the developmental education paradigm proposed by Daniil Elkonin and Vasily Davydov, which implies a set of assessment criteria for different types of achievement, self-assessment, peer assessment, and no focus on assessment results or comparisons.Elementary school students enrolled in traditional and developmental education systems became participants in two empirical studies. Projective techniques (Three Wishes and Three Questions to a Wise Man) were used to measure grades’ related anxiety among third- to fourth-graders in traditional (TE) and developmental classes (DE). Content analysis of children’s spontaneous wishes and questions to a wise man (N(TE) = 327, N(DE) = 153) shows that students in traditional classes are more anxious about their grades than those in developmental classes. In addition, only children in the traditional education system focus on formal assessment at the expense of mastery-based learning outcomes.The second study measured the relationship between grades and academic perseverance, motivation, and self-concept (N(TE) = 309, N(DE) = 78). The value and role of grades may vary in the structure of intrinsic and extrinsic academic motivation and perseverance, as their motivational function differs between the two systems of student assessment. Findings support the idea of organizing school assessments in the logic of developmental education, which is more differentiated, mastery-oriented, and objective. Furthermore, it is originally implemented in cooperation with children, supports the values of enquiry, initiative, independent thinking, and collective discussion, and is less focused on external control and diligence.

Opportunity Unraveled: Private Information and the Missing Markets for Financing Human Capital

Investing in college carries high returns, but comes with considerable risk. Financial products like equity contracts can mitigate this risk, yet college is typically financed through non­dischargeable, government-backed student loans. This paper argues that adverse selection has unraveled private markets for college-financing contracts that mitigate risk. We use survey data on students' expected post-college outcomes to estimate their knowledge about future outcomes, and we translate these estimates into their implication for adverse selection of equity contracts and several state-contingent debt contracts. We find students hold significant private knowledge of their future earnings, academic persistence, employment, and loan repayment likelihood, beyond what is captured by observable characteristics. For example, our empirical results imply that a typical college-goer must expect to pay back $1.64 in present value for every $1 of equity financing to cover the financier's costs of covering those who would adversely select their contract. We estimate that college-goers are not willing to accept these terms so that private markets unravel. Nonetheless, our framework quantifies significant welfare gains from government subsidies that would open up these missing markets and partially insure college-going risks.

OVERVIEW OF NON-COGNITIVE FACTORS OF LEARNING

The article discusses non-cognitive factors of learning, and how they can seriously affect student performance. Among the considered non-cognitive factors are: growth mindset, belonging and academic persistence and other personal qualities. Possible psychological interventions are described, which help to eliminate the influence of some negative factors. In particular, such as fixed mindset by replacing it with growth mindset. There are two ways in which teachers can solve social problems such as: belonging and stress. As well as helping to address students’ concerns about bias and unfair feedback. It is shown how the fear of students’ mistakes can significantly slow down their development process. And self-regulation skills have a strong positive correlation with learning outcomes. The approach of strengthening students’ sense of purpose by targeting their future image is considered. It is emphasized that psychological interventions will be effective only if they are implemented in ways that can significantly and effectively change the way students think about themselves, their group, their work. In addition, these interventions must be subtle and varied. And teachers should not only observe the group environment and the interactions that occur there, but also consider how these elements are interpreted by students. The most common mistakes that teachers make are highlighted and suggested how to avoid them. It encourages students to persevere because of failures only by offering to try again; psychological interventions as general, universal occupations; overestimation of students’ efforts. It is also noted that the way of thinking does not ensure academic success, so psychological interventions should be integrated with academic to improve both motivation and learning outcomes of students.

Academic Stress and Persistence Decisions Among Diné Students Attending Diné College

Academic Stress and Persistence Decisions Among Diné Students Attending Diné College

대학생의 목표전념, 그릿(Grit), 학업참여 및 학업지속의향의 구조적 관계

본 연구는 대학생의 학업지속의향과 목표전념, 그릿 그리고 학업참여가 어떤 구조적 관계를 보이는지 탐색하고자 구조방정식 모형을 설정하여 분석하였다. 이를 위해 대학생 400명을 대상으로 온라인 설문조사를 실시하여 각 변인간의 관계와 매개효과를 검증하였다. 본 연구의 결과는 다음과 같다. 첫째, 목표전념은 그릿에 영향을 미치고, 그릿은 학업참여와 학업지속의향에 각각 영향을 미치는 것으로 확인되었다. 그리고 학업참여는 학업지속의향에 영향을 미치는 것으로 나타났다. 둘째, 목표전념과 학업지속의향의 관계에서 그릿은 단일매개효과뿐만 아니라 학업참여와 함께 다중매개효과도 가지고 있는 것으로 나타났다. 이러한 결과는 대학생의 학업지속을 예측하는 구체적인 요인을 규명하는 데 기여하고, 대학에서 교육환경과 상담 등에 활용할 수 있는 실제적인 이론적 근거를 제시했다는 데 의의가 있다.

A Study on the Quality Improvement of Cyber University Education for Academic Persistence

A Study on the Quality Improvement of Cyber University Education for Academic Persistence

The Connection Between Student Identities and Outcomes Related to Academic Persistence

Young people begin to explore and develop a deeper understanding of who they are, or their identities, during adolescence and young adulthood. The various aspects of these dynamic and developing identities guide how students navigate the world and pursue their goals, including how they engage with academic opportunities and challenges. This article uses the identity-based motivation framework to integrate a selective review of research demonstrating connections between student identities and outcomes related to academic persistence. First, a foundation of significant theoretical and empirical contributions describes how different types of identities—including future identities and social identities—influence academic persistence. Additional evidence builds upon socioecological and sociocultural perspectives to demonstrate various levels of contextual influence on student identities and outcomes related to academic persistence. The area of research has implications for the promotion of more holistic approaches to student success, health, and well-being in addition to effective goal pursuit across the life span.

The Effects of Contents Quality Factors on Academic Persistence in Online Education Responding to COVID-19: Focused on the Mediating Learning Flow and Satisfaction

The Effects of Contents Quality Factors on Academic Persistence in Online Education Responding to COVID-19: Focused on the Mediating Learning Flow and Satisfaction

The Road to Retention Passes through First Year Academic Performance: A Meta-Analytic Path Analysis of Academic Performance and Persistence

ABSTRACT This meta-analytic path analysis presents evidence that first-year academic performance (FYAP), measured by first-year grade point average (FYGPA) plays the major role in determining second-year student retention and that socioeconomic status (SES), measured by parental income, plays a negligible role. Based on large sample data used in a previous study, we conducted additional analyses that included corrections for measurement error and created path models using precollege academic achievement, measured by ACT Composite scores and high school GPA (HSGPA), and SES to predict FYAP and then second-year retention. Precollege academic performances had direct effects on FYAP, and FYAP fully mediated their effects on second-year retention. SES did not contribute to the prediction of FYAP, and it had only a trivial effect on second-year retention. The results of this study point to the criticality of FYAP, and supporting first-year student academic success may serve as the central vehicle for retention efforts.

The Academic Persistence of First‑Year First‑Generation African Students (FYFGAS): A Framework for Higher Education in South Africa

Since the dawn of democracy, South African universities have seen increased access to higher education from African students, the majority being first-generation students (FGS). This increase to access came with challenges of retention and throughput amongst first-year first-generation African students (FYFGAS). Despite these challenges, there have also been FYFGAS who have successfully passed their first year and completed their qualifications. This article used a mixed method approach with a sample of 311 FYFGAS who were registered in a standard first-year course in three faculties at auniversity in Gauteng. Quantitative data were collected through a questionnaire and qualitative data were collected from individual semi-structured interviews. Analyses included the use of StructuralEquation Modelling which provided interesting insights into the inter-relations between various factors. Findings from the data analyses were used to create a framework of persistence for FYFGAS in higher education. The framework focuses on the resilience factors of first-year students and the role of the institution in ensuring that these students are successful. It also provides a guide for institutional interventions aimed at improving the persistence of FYFGAS.