College Student Success Research Articles

“Let’s Lift You Up Rather Than Just Getting You Off the Ground”: A Transformative Qualitative Study of Community College Student Mental Health and Success

Background or Context: Mental health has become an increasingly significant priority for postsecondary education institutions, including community colleges that enroll a higher proportion of students of color, low-income students, older students, and those who work while attending college, all of whom may experience greater mental health challenges. Despite a growing body of work around this topic, much of the focus is on the issue’s prevalence and emergent initiatives. There is a pressing need for more holistic and asset-based empirical research that explores students’ knowledge and experiences in identifying the types of support necessary for their well-being and educational success. Purpose, Objective, Research Question, or Focus of Study: The study is aimed at elevating students’ strengths and knowledge in addressing social forces, barriers, and inequities toward enacting transformative change in supporting students’ educational journey and well-being. Engaging and collaborating with students from a Midwestern community college, we sought to capture their insights and experiences with various services and supports for mental health. Our research is guided by the following question: How do community college students’ knowledge and experiences illuminate ways to dismantle institutional barriers and build forward momentum for mental health and college success? Research Design: Grounded in a larger, transformative mixed methods project, our qualitative study drew on semistructured individual and focus group interviews with a total of 27 students from the research site. These interviews delved into student experiences, institutional structures and policies, and additional factors that intersect with mental health to identify what types of services and practices would best support students and their forward momentum. We use the model of momentum for community college student success to bring attention to mental health within holistic, intersecting contexts and domains underlying students’ educational journeys and success, along with the sociohistorical trauma-reducing framework to engage and collaborate with students’ experiences and agency toward healing and transformative change. These complementary frameworks allowed us to undertake our study with nuance and care, and in ways that center students’ knowledge and strengths throughout the research process. Conclusions or Recommendations: Our study reveals two major findings: First, the current college mental health resources, although helpful with minor challenges or crises, were largely surface level, limited in their potential to provide broad access and holistic support services for addressing the wide and deep range of students’ contexts and needs. Second, the larger institutional environment has not yet translated into educational spaces that are truly embracive of mental health in light of students’ backgrounds and beliefs that fuel hesitation. Institutions must continue the work they have started by recognizing and approaching mental health as an inseparable part of a whole that shapes students’ momentum and pathways within and beyond community college. In doing so, they can assess, address, and transform structures to ensure that students receive the critical empathy, care, and support needed to move forward and succeed.

Thriving not surviving: A thriving nursing student concept analysis

Aims: The primary aim of this review was to complete an analysis of a thriving nursing student with a goal of producing a new definition instead of a successful nursing student. Design: A concept analysis design was used. Data sources: A literature review was completed using CINHAL, PubMed databases, and grey literature. Search terms included (nursing student success OR thriving) AND (student success or academic achievement or academic performance or academic success or student retention) AND (nursing education AND success OR thriving) AND (college student success OR thriving). Review Methods: A combination of Walker & Avant and Chinn & Kramer systematic concept analysis approaches were used. Results: 57 articles met inclusion criteria. Of those 57 articles, 29 were included in this review. Three defining attributes were identified: academic success, clinical success, and psychological well-being. The antecedents, consequences, and empirical referents are also highlighted and discussed. Conclusions: The current definition of success proves to be inadequate for nursing students. The concept of a thriving nursing student can help educators identify those at-risk early, is adaptable and appropriate as students traverse the transition of a nursing program, and includes a focus on mental health and well-being instead of simply academic achievements.

"When I talk about it, my eyes light up!" Impacts of a national laboratory internship on community college student success.

Participation in technical/research internships may improve undergraduate graduation rates and persistence in science, technology, engineering, and mathematics (STEM), yet little is known about the benefits of these activities a) for community college students, b) when hosted by national laboratories, and c) beyond the first few years after the internship. We applied Social Cognitive Career Theory (SCCT) to investigate alumni perspectives about how CCI at Lawrence Berkeley National Laboratory (LBNL) impacted their academic/career activities. We learned that alumni had low confidence and expectations of success in STEM as community college students. Participation in CCI increased their professional networks, expectations of success, and STEM skills, identity, and self-efficacy/confidence. Hispanic/Latinx alumni recalled the positive impact of mentors who prioritized personal connections, and women valued "warm" social environments. We propose several additions to the SCCT model, to better reflect the supports and barriers to STEM persistence for community college students.

College student engagement and success through inclusive learning environment and experiential learning in courses about Israel and Palestine

IntroductionThis study examines the impact of pedagogical redesign on two courses about Israel and Palestine, focusing on fostering an inclusive learning environment. The project aimed to address challenges such as student retention, attendance, participation, and academic performance by implementing innovative teaching strategies tailored to diverse student backgrounds.MethodsThe redesign incorporated several key interventions: an experiential learning-based final assignment, scaffolded into multiple steps with opportunities for feedback; group discussions to promote active learning and cooperation; and the integration of optional multimedia resources, such as YouTube videos and podcasts, to enhance engagement and time on task. Additionally, students were involved in the evaluation process by providing feedback and were offered the opportunity to publish their final projects on a public website, further incentivizing their work. To examine the effectiveness of these changes, the study employed a mixed-methods approach. This approach involved the collection and analysis of both quantitative data (such as surveys and performance metrics) and qualitative data (such as student feedback and one-way ANOVA analysis) across six undergraduate course offerings between 2019 and 2024.ResultsThe interventions were tested with students from varied backgrounds engaging in complex discussions. The initial findings revealed significant improvements in critical metrics, including reduced drop/fail/withdraw rates, increased time on task, and higher grades. Students demonstrated enhanced engagement and a more positive overall learning experience, indicating the potential for further positive outcomes.DiscussionThe preliminary results suggest that the implemented pedagogical changes effectively created a more inclusive and engaging learning environment. By integrating experiential learning, providing timely feedback, and utilizing diverse resources, the project demonstrated the potential for scalable improvements in student outcomes.

Impact of Part‐Time Faculty on Community College Student Success: An Analysis of Literature Using Foucault's Three Modes of Objectification

ABSTRACTAs the reliance on part‐time faculty members in community colleges increases, it is imperative to understand their contributions toward student success. This article analyzes a large body of existing literature that examines the use of part‐time faculty and their impact on student academic outcomes. The article utilizes Foucault's three modes of objectification—scientific classification, dividing practices, and self‐subjection—to reveal the systemic social imbalances within higher education, especially in the community college context. Through this lens, it explores how these imbalances interfere with our understanding of the impact of part‐time faculty in community colleges on student success. The article concludes that relying on traditional student achievement metrics to assess faculty performance normalizes and reproduces the 4‐year university's stronghold as the arbiters of knowledge production, thereby subjecting staff and students to objectification. It calls for dismantling systemic barriers that prevent community colleges from achieving the goal of equity in higher education.

The Relationship between the Myers-Briggs Type Indicator (MBTI) Types and Psychological Well-being among College Students in China

Aim: This study explores the relationship between Myers-Briggs Type Indicator (MBTI) personality types and psychological well-being among Chinese college students, examining how cultural factors influence this relationship and identifying key factors impacting students' mental health. Methodology: A systematic literature review was conducted, focusing on peer-reviewed articles from the past decade. Databases such as PubMed, PsycINFO, and Google Scholar were searched using keywords like "MBTI," "psychological well-being," "college students," and "China." Inclusion criteria included studies on MBTI and psychological well-being among Chinese college students. Results: The review found that 64% of extraverted students reported high life satisfaction, compared to 42% of introverted students. Sensing students showed 58% academic satisfaction, while only 45% of intuitive students reported similar satisfaction levels. Thinkers (60%) and feelers (55%) displayed high psychological well-being linked to their respective environments. Judging types reported 70% life satisfaction, whereas only 45% of perceiving types expressed similar satisfaction. These findings underscore the significant impact of MBTI personality types on the psychological well-being of Chinese college students. Conclusion: MBTI types significantly influence psychological well-being among Chinese college students, moderated by cultural, social, and educational factors. Tailored mental health interventions and supportive environments are essential to address the diverse needs of students. Recommendations: Colleges should integrate MBTI-based counseling services, provide flexible learning options, and promote social support networks. These measures will accommodate varying personality types and improve overall student well-being. Implications: Understanding the interplay between MBTI types and psychological well-being within the Chinese cultural context offers valuable insights for educators and mental health professionals. These insights can inform the development of culturally sensitive interventions and support systems, enhancing the mental health and academic success of college students.

An Equation Model on the Professional Knowledge and Confidence for Future Employment of Students in Programs Supported With Emerging Technologies

Students enrolled in interdisciplinary programs supported with modern information technologies may face more challenges in learning, because they must learn from at least two curricula, including courses of big data, new media technologies and intelligent platform use, etc. Taking students in these programs as an example, this study aims to investigate relationships among eight variables related to student career development. The research employed the quantitative method of Pearson bivariate analysis, ANOVA and Hayes (2017) regression procedure to test the direct and indirect relationship among variables. The researcher developed a moderated mediation model visualizing the relationship between professional knowledge and confidence for successful employment. Recommendations of early intervention targeting first-year students and different curriculum designing were proposed to facilitate planning in the acquisition of professional knowledge and the establishment of career goals, aiming to enhance the career development and success of tertiary vocational college students.

Pathways to Mobility: Using a Multidimensional Approach to Examine Postgraduation Outcomes for Promoting College Student Success

Research examining students’ socioeconomic outcomes after attaining a bachelor’s degree tends to use single measures such as income or occupation (Thomas & Zhang, 2005; Torche, 2015). Yet, socioeconomic status is more complex than single measures. To capture that complexity, this study draws data from the National Center for Education Statistics Baccalaureate and Beyond Longitudinal Study (B&B:08/12) to examine a multidimensional measure of socioeconomic status one and four years after graduation with a bachelor’s degree. The findings suggest that college graduates are not guaranteed benefits or low levels of time unemployed. The differences found across groups and time points highlight the importance of considering both monetary and non-monetary aspects of socioeconomic status related to higher education attendance and student success. This study contributes to exploring multidimensional measures to advance the understanding of students’ postgraduation outcomes and the continued impact of higher education on students’ outcomes beyond completion.

The relationships between discrimination and academic help-seeking: the indirect effects of the impostor phenomenon among undergraduates students

Academic help-seeking behaviors, such as asking peers or instructors to clarify academic topics, are important behaviors contributing to the academic success of college students. However, environmental factors such as experiences of discrimination (e.g., exclusion, being subjected to negative stereotypes) and individual psychological factors, such as the impostor phenomenon or feelings of intellectual incompetence, may dissuade students from seeking academic help. The current study utilized social cognitive theory as a guide to investigate the relationship between perceived discrimination and academic help-seeking attitudes, as well as the indirect role of the impostor phenomenon. Survey responses from 460 racially diverse undergraduates were analyzed using confirmatory factor analyses and structural equation modeling. Results indicated that perceptions of discrimination directly and indirectly – via the impostor phenomenon – influenced academic help-seeking. Specifically, greater experiences of discrimination contributed to higher levels of the impostor phenomenon, which predicted more positive attitudes toward academic help-seeking. These findings demonstrate the influence of discrimination on academic help-seeking among a diverse sample of learners. Particularly, increased academic help-seeking may serve as a compensatory reaction to experiencing discrimination in an educational context. Implications for how institutions can better promote more equitable learning environments and theory-based interpretations of findings are discussed.

Association of Accelerometer-Measured Physical Activity With College Student Success and Retention.

This study examined the relationship between physical activity (PA) and academic performance and retention among college students using accelerometer data while controlling for sex and socioeconomic background. Data were collected from 4643 first-year college students at a private university in the south-central United States who began their studies in the Fall semesters between 2015 and 2022. Daily step counts were collected using accelerometers worn as part of the institutions PA requirements. The expected family contribution was calculated based on information provided on the Free Application for Federal Student Aid. Grade point average (GPA) and retention data were collected directly from official university databases. Female students generally had lower median age and steps count and a higher median GPA than males. The retention rates from fall to spring and fall to fall were 95.9% and 83.8%, respectively, with no significant difference in retention rates between males and females. GPA was significantly positively correlated with steps, expected family contribution, and age, and negatively correlated with being male and having an expected family contribution of zero. The fall to spring retention rate was significantly positively correlated with steps and GPA. The study's findings suggest that increasing levels of PA, as measured by daily step counts, may be effective in promoting academic performance and retention, even when controlling for sex and socioeconomic background. The use of device-based measures of PA in this study contributes to the literature on this topic, and policymakers and educational institutions should consider interventions focused on academic performance and physical activity to help students persist.

Exploring Academic Identity, Degree Commitment, and Life Purpose in First-Time Full-Time College Students: A Six-Year Degree Attainment Study (2017–2023)

This study examined the role of academic identity, degree commitment, and sense of purpose, self-reported at the start of university, in students’ progress toward obtaining a degree over 6 years. First-time, full-time freshman students ( N = 421, response rate of 21.1%) at a public university in the southwestern United States, designated as a Hispanic Serving Institution and an Asian American and Native American Pacific Islander Serving Institution, completed self-reported measures in Fall 2017. Their degree attainment, retention, and grade point average (GPA) were tracked until Spring 2023. Findings showed that academic identity significantly predicted 4-year degree attainment and cumulative GPA in the first 3 years. Degree commitment significantly predicted degree attainment within 4 and 5 years, retention into the third through sixth years, and cumulative GPA in the first 3 years. Altruistic purpose significantly predicted second-year retention and cumulative GPA at the end of the first year. These findings highlight the need for programs that support college student retention and success by strengthening their academic identity, degree commitment, and sense of purpose, especially altruistic purpose.

Mediating role of digital skills and mobile self-efficacy in the stress and academic engagement of Peruvian university students in postpandemic virtual environments

BackgroundRemote education emerged as an option during the COVID-19 pandemic; however, this modality continues to be used by various universities around the world in the postpandemic context. The aim of this study was to determine the mediating role of digital skills and mobile self-efficacy in the influence of stress on the academic engagement of Peruvian university students during remote teaching by COVID-19 using structural equation modeling (SEM).MethodThis study involved 1,468 students from nine public and private universities in northern Peru who had undergraduate and graduate distance learning programs.ResultsThe results showed that stress negatively influenced academic engagement (β=-0.107*) and digital skills (β=-0.328***). In addition, digital skills (β = 0.470**) and mobile self-efficacy (β = 0.684***) positively influence academic engagement. Similarly, digital skills mediate the relationship between stress and academic engagement (β=-0.154**), and both variables act as sequential mediators in this relationship (β=-0.348***).ConclusionThis study provides a deeper understanding of the factors that influence academic engagement during Remote education and lays the groundwork for the development of interventions and training programs tailored to hybrid learning contexts that promote the well-being and academic success of college students in postpandemic times.

Effects of social determinants on the health outcomes and academic success of international college students in Georgia, United States

Objective: Although there are many international college students in the state of Georgia, few studies have been conducted on how social determinants affect their health outcomes and academic success. This study examined the effects of social determinants on the health outcomes and academic success of international college students in Georgia. Participants: Participants were international college students (n = 136) in Georgia. Methods: A mixed methods cross-sectional design was used for the study. Results: The lack of access to sufficient funds caused study participants to experience anxiety (39.0%), depression (20.6%), and stress (52.9%). Cultural differences (16.9%), lack of access to health care (15.4%), transportation (14.7%), poor housing (7.4%), and financial insecurity (54.5%) affected study participant health outcomes and academic success. Conclusion: Addressing financial insecurity, the lack of access to health care, poor housing, transportation issues, and cultural differences experienced by international college students in Georgia, is crucial to their health outcomes and academic success.

Upward Bound Program Supports Success of Low-Income and/or First-Generation College Students at a STEM-Focused HSI

A deeper understanding of low-income and first-generation college student experiences is essential to advancing diversity and equity in higher education. Due to a significant gap in college enrollment and graduation rates for low-income and first-generation college students, specifically after COVID-19, it is important to identify factors affecting their success. The Upward Bound Math and Science (UBMS) Program at New Mexico Tech (NMT) supports high school students who are either first-generation college students and/or from low-income families to prepare them with the skills and motivation necessary to complete high school and enter and succeed in a program of postsecondary education. These students face unique challenges during their time at college. To identify the factors that affect the success of these students, we surveyed several of our UBMS program participants who chose to attend NMT after completing high school. All participants said support from UBMS staff was critical when starting college at NMT. Participants also mention building a support system with their fellow UBMS alumni to deal with the struggles that being at STEM-focused institutions brings. This study also resulted in several suggestions for faculty and staff members to improve academic outcomes for all students.

Dual credits and the community college pathway toward STEM degrees

AbstractCommunity colleges are an important entry point and pathway for students to obtain a postsecondary degree in science, technology, engineering, and math (STEM) fields. To broaden STEM participation and increase STEM persistence, it is important to support community college students’ college‐level course completion and academic performance. This article explores whether earning dual credits in high school is related to community college students’ probability of completing any STEM/career and technical education (CTE) degree or persisting in a STEM program at a 4‐year institution. Using a nationally representative dataset, we find that earning dual credits, especially in the subject of math/science, is positively associated with community college students’ STEM/CTE success. We conclude the article with implications, recommending practitioners to highlight the benefits of dual credit on STEM success, streamline high school collaborations into STEM access and success strategy, and reimagine the role of CTE programs in STEM success for community college students.

The Relationship Between College Interventions and First-Generation College Students’ Academic Success at a Large Urban Tier I Institution

ABSTRACT Success in higher education has been a challenge for many first-generation college students (FGCS). Unfortunately, higher education institutions have adopted the “one-size-fits-all” approach to addressing low retention and graduation rates. This approach is alarming because it does not address the specific constraints of academic success for FGCS. This study investigated how college interventions programs impact the academic success of first-generation college students. The results show that FGCS who participated in a first-year seminar or lived in on-campus student housing had higher GPAs than FGCS who lived off-campus. Overall, these findings highlight the influence of high-impact interventions on FGCS’ academic success.

Community engagement, service learning, and underrepresented college student success: An examination of multiple cohorts

AbstractPrevious literature has demonstrated the positive benefits of Service Learning (SL) participation on college student outcomes. This study explored whether SL participation during the first year of college appeared to be a potentially useful community engagement and pedagogical lever for enhancing college students’ academic achievement, retention, and graduation outcomes. Particular attention focused on college students from groups under‐represented in higher education. We used propensity score matching to create comparable treatment (SL participation) and control (non‐SL participation) groups. We then examined the role of SL participation in the first‐year on college student outcome using four matched samples of college students who were first‐years in 2011, 2012, 2013, and 2014. Overall, we found that participation in SL during the first college year benefits college students' long‐term academic outcomes (cumulative GPA, cumulative credits earned, year‐to‐year retention, and graduation within 4–6 years), particularly for college students from under‐represented backgrounds.

An identity-based learning community intervention enhances the lived experience and success of first-generation college students in the biological sciences

Working-class first-generation (FG) college students are underrepresented in higher education and STEM. Using a longitudinal quasi-experiment, we tested the impacts of a living learning community (LLC) in the biological sciences on FG students in their first year of college (Semester 1: N = 243; Semester 2: N = 199), across three cohorts (2018–2019, 2019–2020 and 2020–2021). Participation in the LLC enhanced FG students’ belonging, confidence, motivation, grades, knowledge of the social relevance of biology, and reduced STEM anxiety compared to a control group of FG students not in an LLC. LLC participation also increased retention in biological science majors one-year post-intervention compared to the control FG group. Moreover, LLC participation closed the academic gap between FG students in the LLC and honors students from college-educated families in a separate honors LLC. Benefits of the LLC intervention remained stable despite the COVID-19 pandemic, when living together became impossible, producing positive effects across cohorts from pre-pandemic to in-pandemic. Our results suggest that affinity-based learning communities—with or without shared housing—in the transition to college enhance academic thriving, persistence, and reduce social class driven achievement gaps in STEM.

Attachment theory, organizational identification, and communication engagement strategies of successful college students: A retention study

Institutional attachment (belongingness) is the single strongest predictor of college student retention (Credé & Niehorster, 2012) and the preponderance of retention research has focused on the first-year student experience. The present study investigated attachment theory, organizational identification, and the communication engagement strategies of 189 graduating seniors from two universities. As graduation is the ultimate goal of retention, more can be learned from seniors who have successfully navigated the college experience. Attachment theory explicated varying approaches that students use to develop belongingness. College seniors demonstrated a high level of organizational identification and levels differed between attachment styles. Quantitative analysis demonstrated functional outcomes for both secure and preoccupied attachment styles for student engagement. In contrast to previous research (Bernier et al., 2004; Larose et al., 2005; Mattanah et al., 2011), which has associated a preoccupied attachment style with dysfunctional outcomes, the preoccupied style of attachment in the present study demonstrated the highest level of organizational identification and proved to be the most engaged student. Qualitative thematic analysis of responses to four scenarios describing college student challenges revealed insight as to the communication strategies based on the four-attachment style model. Implications for attachment theory, retention research, and student support services are discussed.

Predicting Academic Success of College Students Using Machine Learning Techniques

College context and academic performance are important determinants of academic success; using students’ prior experience with machine learning techniques to predict academic success before the end of the first year reinforces college self-efficacy. Dropout prediction is related to student retention and has been studied extensively in recent work; however, there is little literature on predicting academic success using educational machine learning. For this reason, CRISP-DM methodology was applied to extract relevant knowledge and features from the data. The dataset examined consists of 6690 records and 21 variables with academic and socioeconomic information. Preprocessing techniques and classification algorithms were analyzed. The area under the curve was used to measure the effectiveness of the algorithm; XGBoost had an AUC = 87.75% and correctly classified eight out of ten cases, while the decision tree improved interpretation with ten rules in seven out of ten cases. Recognizing the gaps in the study and that on-time completion of college consolidates college self-efficacy, creating intervention and support strategies to retain students is a priority for decision makers. Assessing the fairness and discrimination of the algorithms was the main limitation of this work. In the future, we intend to apply the extracted knowledge and learn about its influence of on university management.