College Expectations Research Articles

대학의 비교과교육과정 개발·운영 사례 연구

Objectives The purpose of this study is to analyze the perception, development, and the operation of extra curricular curricula at each university to extract implications necessary for developing and implementing a sys tematic and effective extracurricular curriculum. Methods As a case study, the research methodology was conducted in four stages: research planning, research approval, data collection, and data analysis. The interviews were carried out at N university in chungcheong prov ince, K university in gangwon province, and K university in seoul. a total of 15 questions were asked across four key areas: the department responsible for the extracurricular curriculum, the university's expectations for the ex tracurricular curriculum, the methods of operating the extracurricular curriculum, and the challenges and solutions related to the extracurricular curriculum. Results Although all universities had departments responsible for the extracurricular curriculum, the form of de partments were in difference. The university's expectations for the extracurricular curriculum primarily reflected the type of talent the institution aimed to cultivate and the extracurricular curriculum was operated by integrating the major, liberal arts, and extracurricular departments. The lack of awareness regarding the extracurricular curric ulum was pointed out as the biggest issue, along with the challenges and potential solutions related to it. Conclusions N university in chungcheong province, K university in gangwon province, and K university in seoul had similarities and differences in each area and through comparison by university, implications were presented for the stable operation of the comparative curriculum.

Suggestions on the construction of architectural design major under the background of vocational undergraduate

Against the backdrop of China’s vigorous development of vocational undergraduate education and the urgent need for transformation and upgrading in the construction industry, we conducted random interviews with students from vocational undergraduate colleges in Zhejiang Province that offer architectural design majors. Each school interviewed approximately 2-5 students to conduct in-depth interviews on their motivations for choosing architectural design majors. Using qualitative analysis software to encode and analyze interview data, we found that in the current environment, students’ choice of architectural design major is closely related to the charm of the architectural design major itself, personal career planning, employment considerations, personal growth experiences, and interests. This study will provide a deeper understanding of the expectations of vocational undergraduate colleges for students, which will be more helpful for the development of architectural design majors.

The Health Cost of College Expectations: Adolescent Educational Expectations and Obesity

Although previous studies have identified the effect of social environment and individual behavior on adolescent obesity in the field of social science, much less is known about the association between adolescent educational expectations and obesity. This article draws on China Education Panel Survey (CEPS) 2013 to 2014 to examine the relationship between adolescent educational expectations and BMI/obesity. Results show that adolescents with college expectations have higher BMI and higher risk of obesity. Learning time partially mediates the relationship between adolescent college expectations and obesity. Additionally, the association between adolescent college expectations and BMI/obesity is stronger for males and urban students. The findings indicate that higher educational expectations may lead to health problems. School and family should perceive the health cost of high educational expectations to promote adolescent all-around development.

Did I Meet My Expectations? Exploring Whether Teen College Expectations Predict Degree Attainment and Mental Health

The purpose of this study was to investigate the predictive power of teen college expectations on future degree attainment and mental health outcomes. It also explores the role of personality traits in this process. The data are from a sample of 8,984 U.S. residents who participated in the National Longitudinal Study of Youth – 1997 Cohort (NLSY97). Teens reported on their college expectations through self-reported measures in 1997 or 2001. In subsequent surveys (2008 onward), participants reported on their degree attainment, mental health, and personality traits. Individuals with high college expectations compared to individuals with low college expectations had a more positive personality trait profile and better mental health outcomes. When comparing people who met their expectations with people who did not meet their expectations, there were few differences in mental health. There were no significant interactions between college expectations and degree attainment, controlling for ability, socioeconomic status, and gender.

Going or Not Going to College? Explaining the College Expectations Gap between Rural and Nonrural Vietnamese High School Students

Going or Not Going to College? Explaining the College Expectations Gap between Rural and Nonrural Vietnamese High School Students

Why TVET colleges are not attractive places of higher learning for South African high school learners?

Annually, South African universities experience an overwhelming number of learners who are interested in enrolling with them because they are viewed as more appealing post-secondary school study options compared to technical and vocational education and training (TVET) colleges. Therefore, it is important to understand high school learners’ views of TVET colleges so that the issue of oversubscription at universities can be addressed and ensure TVET colleges are a favourable option for learners. In South Africa, most studies investigating TVET colleges as study options involve samples primarily of students already enrolled at TVET colleges. Therefore, this study aimed to investigate high school learners’ views on TVET colleges as a study option after high school. A qualitative study was conducted in which data was collected using a qualitative questionnaire from a sample of 42 high school learners from Grades 10, 11, and 12. Three themes were constructed from the data: the pull factors, the push factors, and the expectations of TVET colleges. Several misconceptions and expectations about TVETs were identified. As most studies used TVET students as study samples, the findings in this study have implications for TVET colleges as they provide insights into the perspectives of South African high school learners and how TVET colleges need to market themselves as viable study options.

Can’t Even: How Millennials Became the Burnout Generation

It is surprising how one generation can be unmindful of another generation’s lived reality and challenges. How well do the Baby boomers (born between 1946 and 1964) and Generation X (or Gen X, born between 1965 and 1980) understand the lived reality of the millennials (Generation Y or Gen Y, born between 1981 and 1996)? Surely, boomers and Gen X’s would benefit from understanding millennials and their upbringing, cultural conditioning, and expectations. Anne Helen Petersen’s Can’t Even: How Millennials Became the Burnout Generation is a good starting point in this understanding. The book’s central theme is the feeling of millennials’ “burnout” in the face of growing up, securing a career, and raising children. “Can’t even” means one is emotionally overwhelmed. Petersen explores five topics: (i) the conditioning of the millennials by their boomer parents, (ii) millennials’ expectations of college and university, (iii) internships and graduate employment and careers, (iv) leisure and free time, and (v) parenthood. Petersen investigates the millennials’ “burnout” and opportunities and challenges in the broader context of late capitalism (neoliberal ideology) and global events (the 2003 Iraq War, the 2008 recession, and the COVID-19 pandemic). Overall, the book highlights that a balanced and quality life for millennials requires intergenerational understanding and government policies to enable them to experience the “good life”.

Small course interventions focused on whole-person development increase aspects of student affect for women, Asian and first-generation students

Students from historically excluded groups are more likely to persist in STEM if they believe that what they learn can provide them with tools to better their communities. One way to achieve this is to contextualize course content in ways that empower students to develop positive identities with science. Given the disproportionate ostracism of persons excluded based on ethnicity or race (PEERs) from STEM degree programs, we examined student responses to incorporating modules that emphasized either the relevance of course content or whole-person development into discussion sections of a large-enrollment introductory environmental sciences course. Reflection activities in the relevance sections emphasized how the course content related to societal problems of interest, while reflection activities in the whole-person development sections focused on how to use college and career to live a fulfilled, productive life. To measure the impact of these different reflection modules, we administered pre−/post-surveys with questions that queried life satisfaction, science motivation, sense of belonging, and expectations for college. Results demonstrate that women, Asian students, and students with neither parent attending college demonstrated significant increases in specific aspects of student affect like personal science motivation, life satisfaction and/or sense of belonging regardless of intervention type. Small psycho-social interventions like these can be added to existing course structures to improve student affect and potentially serve as a steppingstone to bigger course reforms.

A Dream Deferred: Post-Traditional College Trajectories and the Evolving Logic of College Plans

ABSTRACT Despite high college expectations and enrollments among young people, their trajectories through higher education have become increasingly complex. Even after initially starting as “traditional” students, many college graduates are only able to complete a bachelor’s degree after a series of stops and starts across multiple institutions. While there is a growing body of research regarding nontraditional students, we know very little about how these individuals make sense of their trajectories. This qualitative study draws on interviews with 40 college graduates who attained a bachelor’s degree following an extended and interrupted path. We consider how these individuals, who we define as post-traditional graduates, come to understand the value of college, distinguishing between the moral value, referred to as the expressive logic, and more practical and economic explanations, referred to as the instrumental logic. Our study found that an instrumental logic characterized the beginning of their college journeys, but what sustained our participants over time was an expressive logic: an evolved understanding of college as a process conferring personal development and moral worth.

Family socioeconomic status and college attendance: A consideration of individual-level and school-level pathways.

Inequality research has found that a college education can ameliorate intergenerational disparities in economic outcomes. Much attention has focused on how family resources impact academic achievement, though research continues to identify how mechanisms related to social class and structural contexts drive college attendance patterns. Using the Education Longitudinal Study and multilevel modeling techniques, this study uniquely highlights how extracurricular activities relate to family socioeconomic status and school contexts to influence college attendance. Altogether, sport and non-sport extracurricular participation, college expectations, and academic achievement scores, situated within unique school contexts that are driven by residential social class segregation, contribute to the cumulative advantages of children from higher SES families. The results from this study show that these cumulative advantages are positively associated with college attendance and an increased likelihood of attending a more selective school.

Transfer Shock and Resilience: How Transfer-Related GPA Drop and Rebound Predict Student Departure from a Flagship University Campus

As they navigate the social and academic expectations of a new college, transfer students commonly suffer “transfer shock,” or a sudden drop in GPA. However, little is known about why some students suffer transfer shock, why some bounce back, and the consequences in terms of student retention. This analysis of over 25,000 transfer students (N = 25,000) at a large flagship university finds an average first-term drop of −0.30 GPA points, but the impact of this shock on student departure is dependent on initial GPA, the steepness of the drop, and the student's ability to rebound in their second term. To support transfer student retention and graduation, sending institutions can help students to pre-appraise the potential setback as normal and temporary, while receiving institutions can provide proactive outreach to transfers who arrive with a GPA below 2.0 or who suffer a GPA drop steeper than −0.50 in their first term.

The Power of “Free” College: Reducing Racial and Socioeconomic Inequalities in College Expectations

The Power of “Free” College: Reducing Racial and Socioeconomic Inequalities in College Expectations

Children’s Savings Accounts and Rural Children’s College Expectations: The Case of Kickstart Newaygo County

Young children’s educational expectations for themselves, conceptualized as a college-bound identity (CBI), is theorized as an important and, fortunately, malleable self-concept predictive of educational attainment. Children’s Savings Accounts (CSAs) are emerging as an important intervention for shaping these expectations but have remained understudied among rural populations. This study utilizes survey data from a measure of CBI collected from N = 161 rural second graders and academic performance perceptions survey data from their parents. Findings support better performance of a global second-order factor describing CBI compared to a single-item measure of child educational expectations. Participation in the CSA is associated with greater levels of CBI and CBI was found to be positively associated with parent perceptions of child academic performance. These findings are among the first that examine CBI in young children in a rural context. Further research is needed to understand the causal sequence of these associations and how the dynamic between CSA programming and CBI manifests across age groups.

College-for-some or college-for-all?: Inequality in the relationship between educational expectations and educational attainment across academic achievement

The predominant college-for-all ethos in the US education system proposes that all students should attend college regardless of academic achievement. An underlying assumption is that higher adolescent educational expectations will result in increased educational attainment, net of academic achievement. This study evaluates this assumption using data from the Education Longitudinal Study and the National Longitudinal Study of Adolescent to Adult Health. Results from educational attainment models reveal interactions between expectations and achievement. Respondents with high levels of achievement have a stronger association between expectations and educational attainment than their peers with lower achievement levels. Thus, adolescents with lower achievement levels may receive fewer long-term benefits from ambitious college expectations than previously believed. Such findings suggest that interventions which jointly increase educational expectations and academic achievement may have the most positive impact on reducing education inequity.

Exploring the Impact of School Factors on Expectations to Complete Post Secondary Education Among Black Girls

Obtaining a college degree can enhance many aspects of one’s life including health outcomes and lifetime earnings. Given the racial opportunity gap that remains prevalent in the education system, and the gendered racial biases held against Black girls and women, they face many obstacles on their path to higher education. Considering the relationship between higher education and financial status, when these obstacles hinder their academic success Black women face serious economic issues that adversely impacts their livelihood and the wellbeing of their families. Still, there remains limited investigation into the indicators of college completion among this population. Assessing indicators related to college completion during their high school years can support educators in recognizing and monitoring students who require extra support early in their academic careers. This study uses an intersectional lens to investigate whether various school factors predict intent to complete college among this sample of Black high school girls ( N = 1,811). Findings show that teacher bias, school discipline, and school resources are significant predictors of college expectations among this sample.

Expressions of Authentic Voice: Urban High School Students’ Perceptions of Teaching as a Career Choice While Participating in a Pipeline Program for Aspiring Teachers of Color

Students of color do not pursue teaching careers as often as their white counterparts. Project Teacher Development (PTD) is a partnership between a large urban school district and a public regional university to recruit and prepare students of color as future educators. The goal of PTD is to identify, mentor, and inspire high school students to pursue careers in education using Self-Determination Theory (SDT) as an interpretive framework. Results from this longitudinal qualitative study indicate increased awareness of teaching skills and expectations for college. Too often, programs in education expect future teachers of color to divorce themselves from their racial and ethnic identities. Participants in this study expressed authentic voice, which is essential to develop autonomy, relatedness, and competence—the foundational elements of SDT. While the challenges of recruiting and preparing teachers of color remain multifaceted, specialized pipeline programs that maximize success for marginalized students are essential.

The Relationship between College Freshman Depression and College Expectations: Mediated Effects of Stress Acceptance and Control

본 연구의 목적은 대학신입생의 우울감과 대학기대의 관계에서 스트레스 수용과 조절방식의 매개효과를 검증하는 것이다. 이를 위해 경기도 소재 D대학 신입생 중 대학이탈의향검사에서 관심군과 위기군으로 분류된 대학생 373명 자료를 JASP 0.14.1.0을 활용하여 매개분석을 실시하였다. 연구 결과로는 첫째, 대학 신입생의 우울감은 대학기대에 부적으로 유의한 영향을 미쳤다. 둘째, 대학 신입생의 스트레스 수용대처는 대학기대에 유의한 영향을 미치지 않았다. 셋째, 대학 신입생의 스트레스 조절대처는 대학기대에 정(+)의 유의한 영향을 미쳤다. 넷째, 대학생의 우울감과 대학기대의 관계에서 스트레스 수용대처는 유의한 매개역할을 하지 않았으며, 조절대처는 유의한 완전매개 역할을 하였다. 연구의의는 우울감에 힘들어 하는 대학 신입생들을 스트레스 조절훈련으로 기대와 희망적인 대학생활을 실천해 나갈 수 있을 것이라는 논증을 한 것이다. 연구결과를 토대로 대학의 학과나 상담센터에서는 스트레스 조절훈련 프로그램 실시를 제언하였다.

Educational growth trajectories in adulthood: Findings from an inner-city cohort.

Educational attainment is typically examined as a static status. As adult learners have become the new trend in higher education, the changes in educational attainment in adulthood warrant more attention. Using data from the Chicago Longitudinal study (CLS), an ongoing panel investigation of 1,539 children, predictors of educational growth trajectories in adulthood were investigated. Of the study sample (N = 1,418), 51.8% were women, 93.2% were Black, 6.8% were Hispanic, 83.4% were eligible for free lunch between birth and age 3. The average age of the study sample in June 2015 was 35.1, ranging from 34.4 to 36.6. Hierarchical linear modeling (HLM) was used to analyze the changes in educational attainment between ages 24 and 35. Findings indicate that mothers not completing high school by child's age 3 and days of absence at school were significantly associated with lower educational attainment at age 24. Classroom adjustment, student college expectations, 8th grade reading scores, and on-time high school graduation were significantly associated with higher educational attainment at age 24. Classroom adjustment, 8th grade reading score, and on-time high school graduation were significantly associated with a positive growth of education between ages 24 and 35. Findings suggest that improving academic achievement and socioemotional learning skills in elementary and middle school and promoting on-time high school graduation are likely to increase one's chances to continue pursuing higher education in adulthood for Black low-income children. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

A step toward measuring children’s college-bound identity in children’s savings accounts programs: The case of promise scholars

Research indicates that children’s college expectations are an important predictor of children’s school outcomes and Children’s Savings Accounts (CSAs) are a predictor of children’s educational expectations. Typically measured with a single question, children’s college expectations have been used as s proxy for college-bound identity. Building on Identity-Based Motivation theory, we take a step toward creating a scale for measuring college-bound identity. This scale consists of 22items with three first-order identity factors: salience, group congruence, and interpretation of difficulty as normal. Findings indicate that a second-order identity latent named college-bound identity may be reflected in the data. We then test the association between Promise Early Award Scholarship (Promise Scholars), a CSA and early award scholarship program, and college-bound identity. Promise Scholars participants’ college-bound identity is predicted to be 0.02 higher than that of non-Promise Scholars participants. The authors offer potential next steps in the attempt to better measure children’s college-bound identity.

Adolescent college expectation and nutritional health in adulthood: The hidden power of social position.

Few studies investigated whether expected college attendance in adolescence may generate comparable health benefits in early adulthood for the disadvantaged and the privileged. Using data from the National Longitudinal Study of Adolescent to Adult Health, this study examined the contingent associations of college attendance expectation with weekly fast food consumption (FFC), sugar-sweetened beverage consumption (SBC), physical activity (PA), and obesity in early adulthood based on four social position indicators: family poverty, neighborhood poverty, parental education, and race. Results suggested that family poverty, neighborhood poverty, and low parental education significantly compromised college expectation's associations with all outcomes except for PA. Further, college expectation's negative associations with FFC and SBC were lower for Blacks than for Whites; and college expectation's negative association with SBC and positive association with PA were lower for Hispanics than for Whites. These findings imply that the "ambition inflation" among American youth, often celebrated by the American culture for its acclaimed life changing power, may be not equally benefiting the disadvantaged and the privileged. Future behavioral interventions focusing on fostering a positive outlook in youth should consider possible effect heterogeneity based on social background.