Persistence Intentions Research Articles

College Students’ Health and Short-Term Career Outcomes

This study examined the role of work volition in the relation between college students’ health and several short-term career outcome variables. The responses of 393 students to an online survey revealed that the number of the last 30 days that were deemed unhealthy was significantly related to work volition, and work volition was associated with major satisfaction, leadership aspirations, educational persistence intentions, and real versus ideal career aspiration discrepancy. Path analysis results were consistent with a model specifying work volition as a mediator of the associations between unhealthy days and the career variables. It therefore appears lower work volition may be a risk factor for students with health-related challenges. When conducting career assessment and counseling, career counselors and other providers should consider the perceived career-choice constraints that college students with chronic illnesses and general symptomatology perceive. Limitations and future research directions are discussed.

Academic Advising and the Persistence Intentions of Community College Students in their First Weeks in College

Academic Advising and the Persistence Intentions of Community College Students in their First Weeks in College

The Structural Relationship among the Factors Related to Academic Persistence Intention

본 연구는 대학생의 학업지속의향과 학업적 통합, 사회적 통합, 환경적 통합, 학업목표몰입, 교육기관몰입 간의 구조적 관계를 밝히고자 구조방정식 모형을 설정하여 분석하였다. 이를 위해 대학생 410명을 대상으로 설문조사를 실시하여 각 변인간의 관계와 매개효과를 검증하였다. 본 연구의 결과는 다음과 같다. 첫째, 학업적 통합, 사회적 통합, 환경적 통합과 학업목표몰입의 관계에서 환경적 통합만 학업목표몰입에 유의한 영향을 미쳤다. 둘째, 교육기관몰 입에는 학업적 통합, 사회적 통합, 환경적 통합 모두 유의한 영향을 미쳤다. 셋째, 학업목표몰입과 교육기관몰입은 모두 학업지속의향에 유의한 영향을 미쳤다. 마지막으로, 사회적 통합은 교육기관몰입을 매개로, 환경적 통합은 학업목표몰입과 교육기관몰입을 매개로하여 학업지속의향에 간접적 영향력을 미치는 것으로 나타났다. 마지막으로 본 연구결과를 바탕으로 주요 시사점 및 후속연구에 대한 제언을 논의하였다.

스크린야구장의 게임속성이 몰입과 지속의도에 미치는 영향

The purpose of this study is to examine the effect of game attributes of screen baseball upon game commitment and persistence intention. For this study, 250 customers who have visited screen baseball facilities located in Seoul and Ilsan during June-July 2016 were chosen as the sample through convenience sampling method. Data were collected by using questionnaires. The data were analysed by SPSS 18.0 and AMOS 19.0. The results of this study were as follows: Firstly, interaction, challenge and entertainment among game attributes had positive effects on commitment. Secondly, interaction, challenge and entertainment among game attributes had positive effects on persistence intention. Thirdly, commitment had a positive effect on persistence intention.

온라인 영재교육에서 담화촉진, 도전감, 학습결과간의 관계

본 연구는 중학생 대상의 온라인 과학영재교육 프로그램에서 교수실재감의 하위요소 중 하나인 담화촉진 요소와 도전감, 학습결과 변인인 지속수강의사 및 학업성취도 간의 관계를 밝히기 위해 실시되었다. 연구대상은 K대학 온라인 과학영재교육 프로그램에 참여하는 중학생 245명이었으며, 연구도구로는 Shea, Swan과 Pickett(2005)의 교수실재감 문항 중 담화촉진 6문항과, Gentry와 Owen(2004)이 개발한 SPOCQ 도구의 도전감 5문항을 사용하였다. 연구결과로는 첫째, 담화촉진 인식수준이 높을수록 학습자가 느끼는 도전감도 높은 것으로 나타났다. 둘째, 담화촉진 인식수준이 학습결과에 미치는 직접적인 영향은 지속수강의사와는 정적인 관련이 있으나, 학업성취도와는 부적인 관련이 있는 것으로 나타났다. 셋째, 도전감은 지속수강의사 및 학업성취도와 정적인 관계에 있으며 넷째, 도전감은 담화촉진 정도와 지속수강의사 및 학업성취도간의 관계를 매개하는 것으로 나타났다. 이는 학습자가 온라인수업에서 이루어지는 다양한 대화로부터 도움을 받고 있다고 느낄 때 수업에 대한 도전감이 높아지며, 높아진 도전감이 궁극적으로 지속수강의사와 학업성취도 같은 학습결과에 긍정적인 영향을 미침을 의미한다. 따라서 온라인교육을 실시할 때는 학생들의 도전감을 높일 수 있도록 학생들의 참여와 토론을 촉진하는 적극적인 노력이 수반될 필요가 있다. This study investigated a relationship among facilitating discourse, students' perceived challenge, and learning outcomes(persistent intention and learning achievement) in an online science gifted education program. Two hundreds and forty-two middle school students participated in the study. A survey questionnaire which was consisted of 6 items of facilitating discourse from teaching presence questionnaire(Shea, Swan, & Pickett, 2005) and 5 items of challenge from Student Perceptions of Classroom Quality(Gentry & Owen, 2004) was administered. First, the findings of this study showed that students' perceived facilitating discourse as a part of teaching presence was positively related to students' perceived challenge in an online course. Second, students' perceived facilitating discourse were positively related to persistent intention, but were negatively related to students' achievement. Third, students' perceived challenge was positively related to persistent intention and achievement. Finally, challenge mediated the relationship between students' perceived facilitating discourse and persistent intention, and the relationship between students' perceived facilitating discourse and students' achievement as well. This results suggested that online program should be designed to increase the levels of facilitating discourse.

Enhancing feedback and improving feedback: subjective perceptions, psychological consequences, behavioral outcomes

AbstractThree experiments examined subjective perceptions, psychological consequences, and behavioral outcomes of enhancing versus improving feedback. Across experiments, feedback delivery and assessment were sequential (i.e., at each testing juncture) or cumulative (i.e., at the end of the testing session). Although enhancing feedback was seen as more satisfying than useful, and improving feedback was not seen as more useful than satisfying, perceptions differed as a function of short‐term versus long‐term feedback delivery and assessment. Overall, however, enhancing feedback was more impactful psychologically and behaviorally. Enhancing feedback engendered greater success consistency, overall satisfaction and usefulness, optimism, state self‐esteem, perceived ability, and test persistence intentions; improving feedback, on the other hand, engendered greater state improvement. The findings provide fodder for theory development and applications.

First-Generation College Students’ Persistence Intentions in Engineering Majors

This study examined the relationship between parental support, engineering-related (realistic/investigative themed) learning experiences, self-efficacy, outcome expectations, and persistence intentions in a sample of first-generation college student (FGCS) engineering majors ( N = 130). Parental support was assessed at the conclusion of an academic year and modeled as a predictor of other engineering-related variables assessed a year later using the social cognitive career theory framework. Results showed that parental support predicted realistic/investigative-themed verbal persuasion and vicarious learning, while realistic/investigative-themed performance accomplishments and physiological arousal predicted engineering self-efficacy. Realistic/investigative performance accomplishments also predicted outcome expectations. Self-efficacy and outcome expectations were predictors of engineering persistence intentions. Contrary to expectations, self-efficacy did not significantly predict outcome expectations. Mediation analyses revealed that the relationships of realistic/investigative-themed performance accomplishments and physiological arousal to persistence intentions were explained by self-efficacy. Results are discussed in terms of increasing retention of FGCS in engineering.

온라인 과학탐구수업에서 학습자의 수업에 대한 인식이 자기조절전략 활용, 수강지속의사, 학업성취도에 미치는 영향

온라인 과학탐구수업에서 학습자의 수업에 대한 인식이 자기조절전략 활용, 수강지속의사, 학업성취도에 미치는 영향

Social cognitive predictors of academic persistence and performance in engineering: Applicability across gender and race/ethnicity

We examined the utility of social cognitive variables in the longitudinal prediction of academic persistence and success of engineering students. The participants, 908 students enrolled in engineering majors at two state universities, completed measures of academic support, self-efficacy, outcome expectations, interests, satisfaction, positive affect, and intended persistence at the end of each of their first four semesters. In the current study, students' first and second semester responses were used to predict persistence and grade performance in engineering by the end of six semesters. Path analytic findings indicated that second-semester persistence intentions, satisfaction with the major, self-efficacy, and social support each produced direct paths to persistence. Objective ability (mathematics SAT scores), outcome expectations, and interests were linked to persistence indirectly via their relations to other variables in the model. In addition, self-efficacy and objective ability jointly predicted grade performance. Results were stable across gender and racial/ethnic groups. Implications for research and practice on academic adjustment in engineering are considered.

Ethnic Minority Status Stress, Self-Efficacy, and Persistence Intentions among Hispanic College Women: A Moderation Analysis

Ethnic Minority Status Stress, Self-Efficacy, and Persistence Intentions among Hispanic College Women: A Moderation Analysis

간호학생의 학업지속의향과 영향요인 연구

간호학생의 학업지속의향과 영향요인 연구

Impacts of School Administration Autonomy Support on Students' Learning Motivation and Intentions to Drop out of Vocational School

This paper presents the results of a study on the impacts of school administration autonomy support on students` learning motivation and their intentions to persist in versus drop out of vocational school. The data was collected from 209 students of the industrial vocational college of Hanoi through self-reported questionnaires assessing school administration autonomy support, academic motivation and intentions to persist versus drop out. Students reported the college staff respected them, offered them opportunities, provided choices, and adequate and detailed information. This style of administration predicted students` self-determined learning motivation. Results from linear regression analysis reported that learning motivation predicted their intentions to stay in school. Conversely, amotivation predicted their intentions to quit school. However no relationship could be established between the school administration autonomy support and students` dropout or persistence intentions. The implications are discussed for school managers and administrators.

The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model

This study attempts to test a model in which the relation between implicit theories of intelligence and students’ school persistence intentions are mediated by intrinsic, identified, introjected, and external regulations. Six hundred and fifty students from a high school were surveyed. Contrary to expectations, results from ESEM analyses indicated that the four types of regulations do not mediate the relation between implicit theories of intelligence and students’ intentions to persist in school. Rather, results show two direct effects, where an incremental theory of intelligence is associated with greater school persistence intentions, as well as being motivated in an intrinsic manner. In addition, results reveal that academic achievement is related to persistence intentions. No gender differences were observed. This research highlights the importance of promoting students’ incremental intelligence beliefs and intrinsic motivation in order to foster school persistence intentions. Theoretical and practical implications for parents and teachers are discussed.

Giving back or giving up: Native American student experiences in science and engineering.

Native Americans are underrepresented in science, technology, engineering, and math (STEM) careers. We examine communal goal incongruence-the mismatch between students' emphasis on communal work goals and the noncommunal culture of STEM-as a possible factor in this underrepresentation. First, we surveyed 80 Native American STEM freshmen and found they more highly endorsed communal goals than individualistic work goals. Next, we surveyed 96 Native American and White American students in STEM and non-STEM majors and confirmed that both Native American men and women in STEM highly endorsed communal goals. In a third study, we conducted a follow-up survey and in-depth interviews with a subset of Native American STEM students in their second semester to assess their experiences of belonging uncertainty, intrinsic motivation, persistence intentions, and perceived performance in STEM as a function of their initial communal work goals. Results demonstrate the prominence of communal goals among incoming Native American freshman (especially compared with White male STEM majors) and the connection between communal goals and feelings of belonging uncertainty, low motivation, and perceived poor performance 1 semester later. The interview data illustrate that these issues are particularly salient for students raised within tribal communities, and that a communal goal orientation is not just a vague desire to "help others," but a commitment to helping their tribal communities. The interviews also highlight the importance of student support programs for fostering feelings of belonging. We end by discussing implications for interventions and institutional changes that may promote Native American student retention in STEM.

Mexican Americans in Higher Education

This study examined how college persistence intentions and life satisfaction influenced by acculturation, enculturation, White marginalization, and Mexican American marginalization among 515 Mexican American college students. The utility of a path analysis model was supported. Enculturation positively predicted persistence and life satisfaction. Acculturation and White marginalization positively predicted persistence. Mexican American marginalization negatively predicted persistence and life satisfaction. The model explained 4% and 10% of the variance in college persistence intentions and life satisfaction, respectively.

Native American undergraduate students' persistence intentions: A psychosociocultural perspective.

Attending to persistence intentions among Native American students enrolled in institutions of higher education is critical, given low retention rates. The purpose of the study was twofold: (a) we developed and examined the psychometric properties of a new measure, the Native American Collective Pursuits of Education (NACOPE), and (b) we explored persistence attitudes among 156 Native American students using Gloria and Rodriguez's (2000) psychosociocultural framework. Pilot data and exploratory analysis supported the psychometric properties of the NACOPE and its use to understand educational experiences for Native American students. Results also supported the prediction of culturally relevant noncognitive variables to persistence intentions. Limitations, directions for future research, and implications for higher education are discussed.

The Effect of Characteristics of Information Security Policy on Security Policy Compliance Intention of Employees

Abstract There are two elements of security policy that can have a bearing on its effectiveness: content and form. While the content of the security policy has been investigated extensively in the most of the previous studies, there is very little literature on the form of the security policy. Since the form of the policy influences its success, it is important to understand how to articulate the form of a security policy. Thus, the aim of this study is to investigate the relationship between security form and policy compliance of employees. Research results find that dimensions of security form have effect on attitude towards security compliance, subjective norm, perceived behavioral control, and perceived response costs, and besides attitude towards security compliance and subjective norm have an effect on persistent security compliance intention. The conclusions and implications are discussed. Key Words : Security Policy, Policy Compliance, Policy Content, Policy Form, Theory of Planned Behavior

To Rule a Ferocious Province: Roman Policy and the Aftermath of the Boudican Revolt

AbstractOfficial Roman action in the aftermath of the Boudican revolt is shown in this article to reveal a strong, persistent intention to allay local anger. Under consideration are such aspects as the Roman policy of official appointments in the region, the deployment of military forces, and the commemoration of the victory over the rebel forces. The conclusion reached takes issue with the widely prevailing view that Roman governance based itself mostly on oppressive measures.

"대학 이러닝에서 수강동기, 학습만족도가 지속수강 의사에 미치는 영향"

"대학 이러닝에서 수강동기, 학습만족도가 지속수강 의사에 미치는 영향"

생활무용 참여자의 지속행동, 운동지속수행 및 운동중독 간의 관계

생활무용 참여자의 지속행동, 운동지속수행 및 운동중독 간의 관계