Four-year Colleges Research Articles

명시적 문법 지도와 본문 강화가 완료 구문 습득에 미치는 영향

This study explores whether textual enhancement improves learners' acquisition of prefect tense structures in English. The perfect tense in English was taught explicitly in this study and then reinforced through input enhancement activity. The experiment involved 44 undergraduate students (experimental group 23, control group 21) taking practical English at a local four-year university in Korea. After explicit instruction, the two groups took a pretest, a reading comprehension activity, and then a post-test. After four weeks, the delayed test was conducted. In the experiment, the only difference between the two groups was whether the text was reinforced in the subsequent reading activity after the pretest. In online tests, participants were required to select the correct verb tense from multiple choice questions. The two groups had similar test scores, and there was no difference in the perfect tense acquisition between the two. However, when examining the differences within groups, the experimental group retained relatively high levels of perfect tense knowledge on the delayed posttest, whereas the control group did not. The results of the study demonstrated the synergistic effect of the textual enhancement technique when it is coupled with explicit grammar instruction. Furthermore, this study is important in that explicit grammar instruction is separated from input enforcement to allow the effects of it to be examined independently.

The Effect of In-State Tuition on International Student Enrollment: Evidence from the Heartland

In 2008, the Minnesota State Colleges and Universities (MSCU) system modified residency criteria for tuition determinations and allowed institutions to charge international students in-state tuition. We use IPEDS data and a difference-in-differences design to determine the impact of the policy change on new international student enrollment in MSCU public four-year colleges relative to those in neighboring states, the Heartland, and all other states. We also derive a synthetic control group and compare the results. The findings indicate the MSCU policy allowing international students to pay in-state tuition drew 385 new international students to the state in the policy’s first year. Domestic student enrollment did not change, so we infer the policy resulted in an increase in net revenues. We discuss the benefits of expanding in-state tuition to international students, including how it can attract international students to less selective and regional college and universities, increase the cultural diversity of campus and local communities, and expand access to higher education to a more socioeconomically diverse population of students seeking to study in the United States.

성인애착과 대학생의 취업준비행동

Objectives In this study, researchers established a major relational environmental factor and personal internal factors predicted to affect job-seeking anxiety. The purpose of this study is to examine the sequential mediating effects of personal internal factors (self-soothing ability, intolerance of uncertainty) in the process that a relational environmental factor (insecure adult attachment) affects employment-preparation behavior through job-seeking anxiety. Methods For this study, a survey was conducted online. The data were collected from 301 college students who are juniors or seniors at a four-year college in 14 regions across the country. The participants in this survey were 137 male students (45.5%) and 164 female students (54.5%). Among these participants, college students preparing for employment were 251 (83%). The collected data were analyzed using SPSS 21 and R program Package ‘boot’. Results As a result of the study, it was found that the higher the job-seeking anxiety, the higher the employment-preparation behavior. Through the additional analysis, it was confirmed that the employment-preparation behavior may appear differently based on the critical point of the job-seeking anxiety level. Next, the mediating effect of insecure adult attachment going to employment-preparation behavior through only job-seeking anxiety was not significant, but the mediating effect of sequentially going through two mediator variables, ‘self-soothing ability & job-seeking anxiety’, was significant. In the case of ‘intolerance of uncertainty & job-seeking anxiety’, the analysis conditions for the mediated model were not satisfied. However, in the influence of insecure adult attachment on employment-preparation behavior, it was found that the triple-mediated effect of ‘self-soothing ability, intolerance of uncertainty, and job-seeking anxiety’ was significant. It was confirmed that between two individual internal factors, self-soothing ability acted as a leading factor. Conclusions This study verified the model integrally considering a relational environmental factor and individual internal factors that can have a major impact on job-seeking anxiety and employment-preparation behavior. According to this study, researchers identified the specific areas that can be provided or intervened in counseling and education. Based on the result of this study, it presented the significance, implications of the study, and suggestion about the follow-up research.

대학생의 인지욕구에 따른 학습참여 차이 및 자기주도 학습과정을 매개로 한 인지적 역량에 대한 인지욕구의 영향

Objectives The purpose of this study was first to explore whether high/low need for cognition groups differ in the level of learning engagement, and second to examine the effect of the need for cognition on cognitive competency development through the self-directed learning process. Methods Using the data of 1,110 students in four-year colleges from the 9th-year (2014) Korean Education Longitudinal Study 2005, independent sample t-tests and three-step linear regression analysis suggested by Baron and Kenny (1986) were conducted. Results First, t-tests found that students with a high need for cognition showed higher mean scores for the self-directed learning process, classroom engagement, reading books, taking classes, and studying than those with low need for cognition. Second, after controlling for a variety of control variables, the higher need for cognition predicted a higher self-directed learning process and higher cognitive competency development. In addition, the self-directed learning process was found to have a partial mediation effect on the relationship between the need for cognition and cognitive competency. Conclusions This study found the significant role that the need for cognition, which has received limited attention in higher education research, plays in learning engagement and in cognitive competency development through self-directed learning process. The results added empirical evidence to the individual-level predictors that are important for college student learning and cognitive competency development among college students.

비대면 수업 환경에서 대학생들의 자기주도 학습능력, 교수 실재감, 학습 실재감이 학습몰입에 미치는 영향

Objectives This study investigated university students’ self-directed learning ability, teaching presence, learning presence, learning flow, their correlations, and the effects of self-directed learning ability, teaching presence, and learning presence on the students’ learning flow. Methods 255 university students taking general courses at a four-year university participated in the study and were tested on their levels of self-directed learning ability, teaching presence, learning presence, and learning flow. Their test responses were analyzed through SPSS 25.0. Descriptive statistics, Pearson correlation analyses, and stepwise multiple regression analyses were administered. Results Descriptive statistical analyses found that their teaching presence was the highest among the four. Pearson correlation analyses revealed that their learning presence and learning flow, and their teaching presence and learning presence showed highest correlations. The results of the stepwise multiple regression analyses presented that the greatest variable affecting learning flow was learning presence. Among the subcomponents, cognitive presence in learning presence showed the greatest effect on learning flow. Conclusions It is important for universities and instructors to provide students with better learning environments by developing various teaching-learning resources and strategies that can facilitate the students’ cognitive presence and thus promote their learning flow.

Metacognitive and cognitive abilities in reading comprehension among Russian upper secondary and undergraduate students: Explanations from different points of view

The study was aimed at identifying the characteristics of upper secondary and undergraduate students’ ability to learn when working with explanatory learning texts, depending on the level of their logical thinking. The experiment involved 669 third- and fourth-year university students (future philologists [n = 351], teachers [n = 90], psychologists [n = 96], and soil scientists [n = 132]) and 121 upper secondary students. We used two methods to identify spontaneous strategies for understanding the text: 1) “Select the main sentences” (Mal’skaya & Sidel’nikova, 1984); and 2) “Search for contradictions” (Korotaeva, 2000). We also diagnosed logical thinking, using the following methods: 1) tasks for equalizing variables in the process of confirming and testing hypotheses; 2) “the plant problem” (Kuhn & Brannock, 1977) and 3) the Badelly reasoning test. Our sample showed that understanding of the text is significantly related to the level at which the subject forms logical operations. There was a weak positive correlation between the ability to highlight the main thing and the ability to detect contradictions in the text. The ability to highlight the main thing was significantly and positively associated with the formation of certain logical operations. The study also revealed differences in the quality of work with the text and the mastery of logical techniques between students of different specialties, with the lowest results observed in students of pedagogical specialties. The university students’ ability to highlight the main sentences was also compared with that of high school students (Grade 10, mean age 17.3). The results are discussed from two different theoretical standpoints: the Cognitive approach and the Cultural-Historical Activity approach.

Thriving or Simply Surviving? A Qualitative Exploration of STEM Community College Students' Transition to a Four-Year University.

Community colleges expand access to higher education and play a key role in efforts to increase and diversify the future science, technology, engineering, and mathematics (STEM) workforce. While community colleges increase access to higher education and millions of students attend them for some portion of their education, the experiences of transfer students remain relatively understudied. Transferring during an academic journey can compound the barriers that students already face when pursuing a STEM degree. This study uses Schlossberg's model for analyzing human adaptation to transition to understand how STEM community college transfer students navigate and adapt to the 4-year university. Five semistructured focus groups were conducted with STEM community college transfer students attending an urban university. Analysis of the focus groups resulted in a new model: the amended model of adaptation to transfer transition, or AMATT, which illustrates various factors that played a role in STEM community college transfer students' adaptation a university. Analyses illumined two broad pathways that students tend to diverge into during their transitions-thriving or simply surviving. This work provides a framework for understanding factors influencing the transfer process and ideally will inform institutions and students as they consider maximal transfer student success.

Exploring the Metaverse Reuse Intention of University Liberal Arts Computer Class for Students through the Technology Acceptance Model

In this study, we analyzed the metaverse reuse intention of college students. We introduced the “Zepeto” metaverse platform in liberal arts computer classes at a four-year university. In this study, the technology acceptance model was used as a theoretical background, and self-efficacy, perceived pleasure, and information quality were used as research variables. This study's independent variables are self-efficacy, perceived pleasure, information quality, perceived usefulness, and perceived ease of use. The study identified the intention of college students to use the metaverse as a survey method. As a result of the study, we found that self-efficacy had a significant effect on university liberal arts computer ease of instruction. Also, metaverse reuse intention along with perceived ease of use, and the relationship between perceived usefulness and perceived ease of use, had a positive effect. We found that perceived play had a positive effect on perceived usefulness, perceived ease of use, and metaverse intention. Information quality had a significant effect on perceived usefulness, perceived ease of use, and intention to reuse the metaverse. When self-efficacy, perceived pleasure, and information quality were viewed as independent variables, and metaverse reuse intention was viewed as a dependent variable, there was a mediating effect between perceived usefulness and perceived ease of use.

Development Process of Kaigokan Among Japanese Students Studying Caregiving in A Four-Year College Degree Course: A Longitudinal Study

Development Process of Kaigokan Among Japanese Students Studying Caregiving in A Four-Year College Degree Course: A Longitudinal Study

The State of the Humanities circa 2022

The State of the Humanities circa 2022

부정적 양육 태도, 내현적 자기애, 관계중독 성향, 데이트폭력 가해 행동의 구조적 관계

Objectives This study examined the structural relationship between parents' negative parenting attitude, covert narcissism, relationship addiction tendency, and dating violence behavior perceived by university students and identified the paths of major variables that directly or indirectly affect the occurrence and maintenance of dating violence. Methods An online survey was conducted from February 26 to March 15, 2021, targeting 479 college students from four-year universities across the country, and the data were used for analysis. Descriptive statistical analysis, correlation analysis, frequency analysis, and reliability analysis were conducted with the use of SPSS 25.0 and Amos 25.0 programs. Mediating effect verification was conducted through confirmatory factor analysis, path analysis, and path decomposition in order to analyze structural relationships. Results First, it was found that the higher the negative parenting attitude, the higher the effect on the perpetration of dating violence, and it was verified that the negative parenting attitude and dating violence were closely related. Second, as a result of examining whether expressive narcissism plays a mediating role in the effect of parents' negative parenting attitudes perceived by college students on dating violence, no significant mediating effect of expressive narcissism was confirmed. Third, relationship addiction tendency was found to play a mediating role in the effect of negative parenting attitudes perceived by college students on the behavior of perpetrators of dating violence. Conclusions This study integratedly analyzed the variables between covert narcissism and relationship addiction, which are individual internal variables, in the relationship between the negative parenting attitudes of parents and the dating violence perpetrators perceived by college students. Through this, it is meaningful in that it provided the basis for preventing dating violence in advance.

Attendance, Completion, and Heterogeneous Returns to College: A Causal Mediation Approach

A growing body of social science research investigates whether the economic payoff to a college education is heterogeneous — in particular, whether disadvantaged youth can benefit more from attending and completing college relative to their more advantaged peers. Scholars, however, have employed different analytical strategies and reported mixed findings. To shed light on this literature, I propose a causal mediation approach to conceptualizing, evaluating, and unpacking the causal effects of college on earnings. By decomposing the total effect of attending a four-year college into several direct and indirect components, this approach not only clarifies the mechanisms through which college attendance boosts earnings, but illuminates the ways in which the postsecondary system may be both an equalizer and a stratifier. The total effect of college attendance, its direct and indirect components, and their heterogeneity across different subpopulations are all identified under the assumption of sequential ignorability. I introduce a debiased machine learning (DML) method for estimating all quantities of interest, along with a set of bias formulas for sensitivity analysis. I illustrate the proposed framework and methodology using data from the National Longitudinal Survey of Youth, 1997 cohort.

Does Virtual Advising Increase College Enrollment? Evidence from a Random-Assignment College Access Field Experiment

Although in-person college access programs can be effective, less is known about whether low-cost and scalable virtual interventions can achieve the same benefits. We evaluate two variants of a virtual college counseling program. Students randomly assigned to the program felt more supported applying to college and applied more broadly to four-year colleges, but were not more likely to be accepted or enroll. We analyze rich and extensive survey data to explore mechanisms and why the program did not improve college enrollment. We conclude that low-intensity programs may work for some students, but many probably need in-person and intensive help. (JEL C93, I23, I24, I28, L31)

지방대학의 대학선택요인에 관한 연구

The purpose of this study is to investigate the college selection factors recognized by prospective freshmen in the college selection process, and to analyze the factors affecting them. Various data related to the educational performance of local four-year universities were collected. The results of the survey on university lecture evaluation, curriculum satisfaction, core competency diagnosis, freshman admission rate, enrollment rate, and employment rate were analyzed through correlation and regression analysis. Some factors showed a positive correlation among freshman recruitment rate, employment rate, core competency diagnosis, curriculum satisfaction, and lecture evaluation. In addition, as a result of regression analysis to determine how much the freshman recruitment rate was predicted, the employment rate was adopted. By analyzing these factors, it was found that increasing the employment rate is important for the survival of local universities.

대학생의 기업가정신이 형식학습과 무형식학습의 순차적 매개로 진로탄력성에 미치는 영향

Objectives In an era of increasing uncertainties in the vocational society, the effect of entrepreneurship on career resilience was analyzed through the dual mediating effect of formal and informal learning in order to propose a method to increase career resilience. Methods To this end, 824 four-year college students in the metropolitan and non-metropolitan areas were tested to measure entrepreneurship, formal learning, informal learning, and career resilience. The analysis was performed with a bootstrap using SPSS 22 and PROCESS macro 3.3. Results Entrepreneurship had a significant effect on career resilience, and it was confirmed that formal and informal learning had not only a mediating effect but also a sequential double mediating effect in the relationship between entrepreneurship and career resilience. In addition, the innovative initiative of entrepreneurship had a positive effect on the individual and job factors of career resilience, but did not affect the social factors. The risk-taking of entrepreneurship had a significant effect on the personal, job, and social factors of career resilience. Conclusions By confirming that college students' entrepreneurship affects formal learning, informal learning, and career resilience, the scope of academic research on the effect of entrepreneurship was expanded, suggesting implications for youth and college students' entrepreneurship education research. In addition, the importance of entrepreneurship and learning was proposed as a specific method to increase career resilience of college students.

Advising Racially and Ethnically Diverse Students in Alternative College Admission Programs

This phenomenological study aimed to understand the lived experiences of undergraduates admitted to a four-year college or university via an alternative admissions program, as well as how and why students make it into an alternative admit pathway and what individual characteristics, backgrounds, and university support structures may contribute to a successful college experience for students in this population. Major findings included: (1) participation contributed to feelings of academic and personal growth; (2) feelings of stigma or doubts in their academic abilities emerged early in their participation of the program; (3) positive connections with advisors, faculty, and peers led to feelings of success, maturity, and confidence.

An exploratory analysis of factors related to reporting sexual assault to college officials by LGBTQ student survivors

Sexual assault is a persistent problem on college campuses that disproportionately impacts sexual and gender minority identified students. Objective: This study explores how circumstances of the crime, disclosure to informal sources, training and campus climate are associated with reporting sexual assault to college officials by these students. Participants: A total of 409 lesbian, gay, bisexual, transgender and queer/questioning college students who experienced sexual assault while attending their current four-year college. Results: Chi-square and t-test analysis found that reporting to college officials was significantly associated with the type of assault experienced, disclosure to a campus advocates, disclosure to a parent/guardian, and the campus climate for LGBTQ students. Conclusion: These findings suggest that practitioners and college officials may support reporting behavior amongst sexual and gender minority identified students through enhanced campus support systems and strategic educational efforts.

Supporting Community College Student Success: Evidence from a Randomized Controlled Trial

This paper presents findings from a randomized controlled trial studying a comprehensive program designed to support students in achieving their goals. One Million Degrees (OMD) is a nonprofit organization serving community college students in the Chicago metro area that supports students financially, academically, personally, and professionally. Results from our study demonstrate that the randomized offer of a spot in the OMD program leads to a statistically significant and substantively meaningful increase in community college enrollment, persistence, and associate’s degree attainment three years after randomization. Applicants who applied while still in high school were less likely to take up the offer of the program than students who were already enrolled in community college, but those high school students who enrolled outperformed their control group peers by a substantially larger margin. Finally, we find the program does not appear to affect the likelihood that students will enroll in a four-year college.

Twenty Years Into the 21st Century – Tech-related Accommodations for College Students with Mental Health and Other Disabilities

Virtually all North American two- and four-year colleges provide accommodations to their increasing numbers of students with disabilities. To explore technology and non-technology related accommodations for these students we surveyed 118 Canadian two- and four-year college students who self-reported at least one disability, including a mental health related disability, and indicated that they had registered for access services from their college. Seventy-four students without disabilities were included in some analyses. Our findings reveal emerging issues such as non-binary gender and multiple comorbidities, in addition to more targeted recommendations concerning technology use. For example, over half of our sample self-reported multiple disabilities; there is a large number of students with mental health related disabilities (e.g., anxiety disorders, mood disorders), many of whom have comorbid disabilities; binary (male, female) gender designations are outdated; and exam and classroom accommodations without technologies are still the most popular. Grades of students with and without disabilities did not differ. Similarly, the number of different types of accommodations in two- and four-year colleges did not differ. Students generally had high technology related self-efficacy and they saw the substantial benefit of technologies, especially of writing tools. Students with mental health related disability used somewhat fewer technologies for reading, writing and time management. Self-efficacy and perceived benefit were highest for writing technologies. General use technologies such as Microsoft Office and Google Docs that were reported by most students in this study are increasingly used as adaptive aids. In future, use of technology related accommodations is likely to include showing students how to use general use software.

Does Taking a Few Courses at a Community College Improve the Baccalaureate, STEM, and Labor Market Outcomes of Four-Year College Students?

Although diverse patterns of college enrollment have gained attention in recent years, few studies have looked at students who take courses at four-year and two-year colleges simultaneously. Using a propensity score matching approach to compare outcomes of four-year college students who earned up to 10 credits at two-year colleges, termed "supplemental enrollment," with four-year college students who did not supplementally enroll, we find that supplementally enrolled students had higher bachelor's degree attainment, and better employment outcomes. Subgroup results suggest that supplemental enrollment may improve STEM degree attainment outcomes, particularly for low-socioeconomic-status and female students.