Student Persistence Research Articles

코로나19 상황에서 초등학생의 학업스트레스에 영향을 미치는 요인

Objectives The main purpose of this study is to analyze variables that affect the academic stress of elementary school students during the COVID-19 period.
 Methods To In order to analyze the research problem, data surveyed the 12th in 2019 and the 13th data surveyed in 2020 of Panel Study on Korean Children were used to analyze using analysis methods such as ANOVA, paired-samples t-test and regression analysis.
 Results Looking at the results of the paired-sample t-test analysis of students' academic stress and monthly average private education expenses during the pre-COVID-19 period and during the COVID-19 period, students' academic stress level and average monthly private education expenditure during the COVID-19 period were statistically significantly higher than before the period before COVID-19. As a result of analyzing the effects on elementary school students' academic stress, variables such as student persistence, life satisfaction, academic performance evaluation, and learning activity adaptation significantly reduced elementary school students' academic stress. On the other hand, parental achievement pressure and monthly average private education expenses increased the academic stress of elementary school students statistically significantly.
 Conclusions We analyzed the variables that affect elementary school students' academic stress during the COVID-19 period, and based on the analyzed results, policy suggestions and follow-up research suggestions were made.

Has everything changed or has nothing changed? Students’ perception on sales professionals after the storm

BACKGROUND: The sales stereotype has been studied since the beginning of the last century; in particular, the perceptions held by university students are relevant, because they may be reluctant to consider a career in sales due to common misconceptions about the profession. This is even more relevant as the role of the salesperson has evolved over the years, and companies are interested in hiring this profile from HEI. The Covid-19 pandemic has accelerated the change in sales, and new skills, activities and paradigms are challenging the profession. OBJECTIVE: Aiming to address a potential gap in sales education, this paper examines the perceptions of salespeople among university students, and students’ orientation toward sales careers in a changing sales environment. METHOD: Focus group methodology using a special technique of animal metaphors was used to examine how the most noticeable characteristics of animals are mapped onto salespeople. RESULTS: The pre-pandemic and post-pandemic periods seems to confirm the persistence of the overall students’ perceptions of the salesperson but at the same time new competences and skills emerge for a new generation of salespersons. CONCLUSIONS: These findings update and enrich the existing literature with a new work on sales stereotypes that sheds light on students’ perceptions of salespeople after the pandemic.

Achievement emotions predict transfer student academic success

Transfer students comprise half of all undergraduate students, yet their educational experiences may differ in meaningful ways from those of traditional students. Importantly, the transfer student population is diverse and not monolithic. Achievement emotions, which occur in an iterative pattern with past experiences informing current and future emotions, are particularly understudied within the transfer population. This survey study (N = 721) examines how diverse transfer students’ enjoyment and anxiety achievement emotions relate to GPA and term-to-term persistence. Results of the study showed that both anxiety and enjoyment emotions predicted term GPA and persistence for transfer students. However, when controlling for anxiety emotions, enjoyment emotions were no longer a significant predictor. These relations differed across demographic groups. Achievement emotions are an integral part of transfer students’ experiences in higher education, creating opportunities for institutions to improve their students’ educational outcomes.

Improving Student Success through Supplemental Instruction in an Anatomy and Physiology Laboratory

Anatomy and physiology courses have been identified as a major barrier to the persistence and graduation of undergraduate students seeking careers in the health professions. This break in the health profession’s educational pipeline may have implications for perpetuating racial/ethnic educational attainment disparities that further health disparities through a lack of representation in healthcare providers. Although Supplemental Instruction (SI) is a well-developed, evidence-based program for improving student success, it has traditionally been used primarily in lecture-based courses. In addition, much of the literature on peer-assisted learning in anatomy and physiology focuses on medical school students. Therefore, it is difficult to extrapolate the effectiveness of SI on freshman and sophomore undergraduate students in a laboratory-based course. Here, we describe the expansion of our SI program, in conjunction with a complete curricular redesign, to address student success in an undergraduate gateway anatomy and physiology laboratory. Students who participated in the SI laboratory sessions held outside of instructor-led class time were significantly more likely to be high performers in the course, and there were no students who participated in SI sessions who earned a final course grade below a C. In addition, students expressed high satisfaction with the SI program and indicated that SI leaders provided both content and emotional support. In conclusion, SI is a valuable program to address student success in a laboratory-based course, particularly when integrated thoughtfully and intentionally with other evidence-based best practices in curriculum.

Impact of Academic Integration and Social Engagement on Student Persistence at Historically Black Colleges and Universities during COVID-19 Pandemic

The purpose of this study was to explore the impact that academic integration and social engagement had on student persistence at historically black colleges and universities during the COVID-19 pandemic. The Social Engagement Theory guided a qualitative examination to answer two research questions: 1) How did academic integration impact the persistence of students at Historically Black Colleges and Universities during COVID-19 pandemic? 2) How did social engagement impact the persistence of students at Historically Black Colleges and Universities during COVID-19 pandemic? Interviews with twelve study participants shed light on their experience on their college campuses before the COVID-19 pandemic and upon their return to campus. This was important to understand how students interacted with each other and their instructors and advisors before campuses were closed due to a global pandemic. It was also important to understand how students interacted with one another once they returned to campus after being away and transitioning to a remote-working and remote-learning environment. Responses to the research questions provided value on how the study participants shifted their levels of engagement and ability to be more independent, self-aware and cautious with and around others. Participants also shared how their experiences upon return to campus affected their ability to focus and persist toward graduation. Braxton et al. (2000) research shared students believed participating in class discussions had a positive impact on their social integration and persistence. Further, there was evidence that students’ subsequent commitment to their institution positively impacted their motivation to complete their degrees. This study increases the knowledge to provide information to HBCUs who may not have the infrastructure in place and resources to make it through a global pandemic.

Bolstering the Persistence of Black Students in Undergraduate Computer Science Programs: A Systematic Mapping Study

Background: People who are racialized, gendered, or otherwise minoritized are underrepresented in computing professions in North America. This is reflected in undergraduate computer science (CS) programs, in which students from marginalized backgrounds continue to experience inequities that do not typically affect White cis-men. This is especially true for Black students in general, and Black women in particular, whose experience of systemic, anti-Black racism compromises their ability to persist and thrive in CS education contexts. Objectives: This systematic mapping study endeavours to (1) determine the quantity of existing non-deficit-based studies concerned with the persistence of Black students in undergraduate CS; (2) summarize the findings and recommendations in those studies; and (3) identify areas in which additional studies may be required. We aim to accomplish these objectives by way of two research questions: (RQ1) What factors are associated with Black students’ persistence in undergraduate CS programs?; and (RQ2) What recommendations have been made to further bolster Black students’ persistence in undergraduate CS education programs? Methods: This systematic mapping study was conducted in accordance with PRISMA 2020 and SEGRESS guidelines. Studies were identified by conducting keyword searches in seven databases. Inclusion and exclusion criteria were designed to capture studies illuminating persistence factors for Black students in undergraduate CS programs. To ensure the completeness of our search results, we engaged in snowballing and an expert-based search to identify additional studies of interest. Finally, data were collected from each study to address the research questions outlined above. Results: Using the methods outlined above, we identified 16 empirical studies, including qualitative, quantitative, and mixed-methods studies informed by a range of theoretical frameworks. Based on data collected from the primary studies in our sample, we identified 13 persistence factors across four categories: (I) social capital, networking, & support; (II) career & professional development; (III) pedagogical & programmatic interventions; and (IV) exposure & access. This data-collection process also yielded 26 recommendations across six stakeholder groups: (i) researchers; (ii) colleges and universities; (iii) the computing industry; (iv) K-12 systems and schools; (v) governments; and (vi) parents. Conclusion: This systematic mapping study resulted in the identification of numerous persistence factors for Black students in CS. Crucially, however, these persistence factors allow Black students to persist, but not thrive, in CS. Accordingly, we contend that more needs to be done to address the systemic inequities faced by Black people in general, and Black women in particular, in computing programs and professions. As evidenced by the relatively small number of primary studies captured by this systematic mapping study, there exists an urgent need for additional, asset-based empirical studies involving Black students in CS. In addition to foregrounding the intersectional experiences of Black women in CS, future studies should attend to the currently understudied experiences of Black men.

Psychosocial Readiness for College: A Multidimensional Model and Measure for Students Entering College in Their Twenties

Dropping out of college is often linked to insufficient academic or psychosocial readiness. Therefore, assessing students’ readiness, preferably before they begin their first year of college, may help identify those at risk of dropping out. The present study aimed to develop and test a multidimensional measure that assesses psychosocial factors promoting student persistence. The Psychosocial Readiness for College questionnaire (PRCq) aims to assess the readiness of students who have deferred entering college to their twenties and comprises six dimensions: Academic Self-Efficacy, Educational Commitment, Social Comfort, Campus Engagement, Self-Discipline, and Resilience. The PRCq was administered to five cohorts of first-year college students in Israel ( N = 7,382). The PRCq demonstrated good psychometric properties, and exploratory and confirmatory factor analyses supported its six dimensions. The PRCq demonstrated measurement invariance across age, gender, SES, first vs. non-first-generation students, and institution type. The PRCq’s construct validity was supported by the negligible associations between the scale scores and high-school GPA and pre-college scholastic aptitude test, and the pattern of associations with the Big-5 personality factors. The PRCq’s predictive validity was supported by the student dropout rate after one year. Implications for students at risk of dropping out and interventions to decrease this risk are discussed.

Promoting student persistence and academic success: Implications for higher education institutions

There are numerous factors which have a role in impacting students' experiences at higher education institutions. The study's main objectives are to determine which support structures at institutions of higher learning promote a conducive environment for student success. Secondly, to explore activities that institutions of higher learning can consider when addressing the issue of academic success. The paper focuses on the Honors Living-Learning Community (HLLC) at Rutgers University – Newark (RU-N), New Jersey as a case study to examine how it successfully ensures its students' academic success. A self-report survey was conducted to examine the experiences of HLLC alumni to identify factors impacting students’ academic success. The 2018 to 2021 alumni at the Honors Living-Learning Community (HLLC) at Rutgers University – Newark (RU-N) were the population for this study. The study opted for the theoretical framework of Tinto and Pusser; two noted theorists on student success and persistence. The study's findings suggest that maintaining institutional commitment, enhancing academic and social support, diversifying the curriculum, implementing longitudinal assessments, investing in faculty development, and promoting alumni engagement as ways to improve the HLLC's impact on student success. By implementing the proposed recommendations, the HLLC can allow students to achieve academic success, grow personally, and positively impact their communities. The HLLC is a beacon of hope for higher education because it continues to shape students’ lives and ensure that students can attain their undergrade education within four years to help reduce the financial burden on all stakeholders in higher education.

Learning Persistence in Online Learning Assisted by English Module Media

<p>This research aims to determine the learning persistence in online learning assisted by English module media for English general course (MKU) students after the spread of the Corona virus and entering an endemic period. The population in this research was 1<sup>st</sup> semester students of Physical Education Study Program, Faculty of Teacher Training and Education, the University of Dehasen Bengkulu, in Academic Year of 2022/2023. Sampling used was random sampling with a sample of 90 people who were students of class A1, A2, A3. Data collection techniques employed triangulation using questionnaires, interviews and observations. The research method was a descriptive research with research data using qualitative data. The data analysis technique used using a Likert scale to obtain questionnaire data to determine student’s learning persistence based on indicators on the instruments that have been compiled, and then the data obtained will be changed into percentage data. The results show that the average level of learning persistence for students in online learning assisted by English module media for English general course (MKU) students after the spread of the Corona virus and entering an endemic period based on the fractional indicator was not delaying work completion time (81.9), always take advantage of opportunities (80 always trying to succeed in carrying out tasks (81.1), never satisfied with the results obtained (76), always want to try more challenging jobs (76), always dream and wake up from dreams (80), Work according to top priority (80), Able to solve problems (75,8), Connect with friends who are active (73,8), therefore the average indicator learning persistence and problem solving ability for students is 78.2. From these results it can be interpreted based on the scale range of criteria for interpretation of the score of the respondent's achievement level, thus the interpretation of learning persistence for students in online learning with the help of English module media in general English courses is strong.</p>

The role of bridging programmes in supporting student persistence and prevention of attrition: a UK case study

ABSTRACT Social mobility, and in particular, intergenerational mobility, can be driven by increased opportunities for extended education. Movement beyond a family’s social class will often see positive changes to overall life satisfaction, however, this movement can introduce feelings of alienation. This in turn can lead to detachment either from the social group or, more likely, from the educational provision. As such, institutions are spending time and resources to investigate strategies for retention. This study looks at the impact of foundation year bridging programmes and the potential they have to increase course retention and persistence of students. A retrospective statistical analysis of seven academic years (using chi square) highlighted that completion of a foundation year bridging programme before a traditional undergraduate degree increased the likelihood of persistency and decreased the attrition rate of students from low participation neighbourhoods. These findings, when considered alongside seminal theoretical frameworks such as Spady, Pascarella, and Tinto, confirm the role which family and social background must play in a student’s ability to complete an undergraduate degree. Family and other social support networks are known to play a role in the provision of a supportive environment for students and the undertaking of a bridging programme allows time for the adaptation and development of new friendship groups and increase a family’s familiarity with the pressures of higher education. Higher education providers may, therefore, be able to begin to tackle attrition and improve their course retention through family education and through the encouragement of social integration via bridging programmes.

The Persistence of First-Generation African American Female Students at Private HBCUs

The purpose of this study was to understand the persistence or lack of persistence of first-generation, African American female students at an Historic Black College and University (HBCU). The study utilized Tinto’s (1975) student integration model for persistence as the foundation for the research questions. Those questions were: 1) How does pre-entry attributes influence the persistence of first-generation African American female students? 2) How does academic integration influence the persistence of first-generation African American female students? And 3) How does social integration impact the success of first-generation African American female students? Thirteen first-generation African American female students aged 18 to 21 years old, who were juniors or seniors at an HBCU, shared their experiences. Nine themes emerged from this research: socioeconomic factors, support systems, academic preparedness, faculty and staff engagement, academic and financial support, and campus resources and support services. This study found that understanding and addressing the socio-cultural dynamics of these students can contribute to the development of targeted interventions and support mechanisms for this population. In addition, socioeconomic factors, such as income level, parental education, and financial resources, often provide distinct hurdles in terms of academicpreparedness for college-level coursework. Active engagement by faculty and staff with these students improves their sense of belonging, promotes emotional wellbeing, and furthers academic success. Finally, academic and financial support can address the specific issues and barriers that these students commonly face.

The Power of One More Course: How Different First Semester Credit Loads Affect Community College Student Persistence

ABSTRACT Establishing early academic momentum via credit accumulation is strongly associated with community college student success. Using data from one of the nation’s largest and most racially diverse community college systems, our quasi-experimental study examined how different first-semester credit loads influenced persistence. For part-time students (less than 12 semester credit hours), enrolling in one additional course (3 more credits) significantly improved their chances of persistence to the subsequent term and next academic year. For part-time students, an increased credit load was significantly and positively related to persistence. However, for full-time students, an increase from 12 to 15 credits was not related to persistence. These patterns were consistent across subgroups by students’ level of academic preparation (developmental education status) and degree objective (workforce credential or transfer associate degree). Moreover, the increased course load did not significantly hinder students’ early academic performance as measured by GPA for any group and in some cases was related to increased GPA. We discuss the implications of these findings for academic advising, course scheduling, and completion initiatives at community colleges.

Enhancing the persistence and academic success of students in baccalaureate nursing programs

Enhancing the persistence and academic success of students in baccalaureate nursing programs

Photovoice: Visualizing the engineering identity experiences of sophomore students

AbstractBackgroundResearchers have shown that students leave undergraduate engineering programs during the first 2 years. Justifiably, many studies have tried to tackle engineering student persistence and attrition, especially during the first year, and then developed interventions to address the challenges. Although those interventions have improved freshmen retention in some institutions, less has been published on the impacts of these interventions on the sophomore student experience.PurposeTo contribute to the knowledge base about all engineering students, we examined the experiences of sophomore engineering students and explored how these experiences might be related to their identities as engineers.Design/MethodWe conducted this study using photovoice, a methodology in which participants submit photographs to describe their experiences and give recommendations on improving their experiences and resolving their concerns. Participants submitted three sets of pictures (at the beginning, middle, and end of the semester) and participated in focus groups to aid in illuminating their experiences. We analyzed data using thematic analysis.ResultsWe inductively determined three themes: on the frame, out of focus, and prefigures. These themes illustrate the experiences of sophomore engineering students, enabling us to see what interest, competence, and recognition as engineers looked like from their perspectives.ConclusionsParticipants grappled with the tension between their personal, social, and engineering identities. Photovoice empowered them to author and illustrate that they could exist beyond the murky middle.

A Low Degree of Physical Exercise Adherence in College Students: Analyzing the Impact of Interpersonal Skills on Exercise Adherence in College Students.

Physical exercise adherence (PEA) is multifaceted and significantly influenced by elements such as physical prowess, personality traits, psychosocial traits, and demographics. At present, there are problems such as the low degree of PEA in college students. Studies have shown that exercise adherence (EA) can be improved by adjusting psychological factors. Social abilities are one of the important manifestations of mental health, so this study aims to explore the intrinsic influence mechanism of social abilities on college students' PEA. Shanghai Sports University consistently ranks first among Chinese institutions that specialize in sports in the list of the best Chinese institutions. Therefore, this study decided to survey Shanghai University students. Valid data were collected from 1278 students from 6 universities in Shanghai using a questionnaire survey method. The ordinary least square (OLS) regression analysis technique was utilized in the study. The study has shown that (1) boys have stronger social abilities than girls; (2) the exercise attitude and exercise persistence of junior students are better than those of freshmen and sophomores; (3) social abilities, emotion regulation strategies, exercise needs satisfaction, exercise attitude, and EA were significantly positively associated with each other. Emotion regulation strategies and exercise attitude had a negative predictive effect on PEA, and exercise needs satisfaction and social abilities had a significant predictive effect on exercise adherence. (4) Exercise needs satisfaction and exercise attitude were used as mediating variables to regulate the influence of college students' social abilities on EA.

Cultivating a Science, Technology, Engineering and Mathematics (STEM) community for two-year college student success and persistence.

Undergraduate students studying Science, Technology, Engineering and Mathematics (STEM) often fail to persist in critical "gateway" courses, resulting in students leaving the STEM pathway. Community college students leave STEM pathways at higher rates than students at universities. Implementation of a program designed to engage community college STEM students and faculty in a community of support was associated with increased persistence in STEM gateway courses and associate degree completion. Program elements included support staff, a STEM study room with peer tutors, faculty advisors, and transfer assistance. Over seven years, 415 students joined this opt-in support program. The majority of students in this program were economically disadvantaged and many were nontraditional college students. Using institutional data we tested the hypothesis that participation in this program was associated with increased student success and persistence in STEM courses and at the college. The mean GPA for students in the program in the ten courses with the highest STEM enrollments was higher (2.89) than that for other students (2.76). Quarter-to-quarter persistence was 87% for program students compared to 67% for non-program students in a matched student population. In STEM gateway courses, program students had between 1.2x to 3.5x greater likelihood than non-program students of progressing to precalculus-2 controlling for first-attempt GPA in precalculus-1. Similar persistence patterns were observed for other gateway STEM courses. Observed persistence for students in the program was higher than comparable groups of students, including persistence for those who experienced early failure in STEM courses. These data suggest students should be supported through early failure to enable persistence in critical STEM sequences, especially in gateway Math and Chemistry courses.

Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring

Many studies show cognitive gains from peer feedback. However, no previous study has explored reciprocal and nonreciprocal peer tutoring and mentoring, with associated implications for peer feedback. University students (n = 446) completed an online questionnaire at the end of their first year. Participants numbered 166 (37 %), while comparison non-participants numbered 280. The questionnaire investigated social and academic integration, using elements of three published scales of known reliability and validity. Analysis focused on participants vs. non-participants, with supplementary comparison of effect sizes regarding impact of the different interventions. Results showed nonreciprocal peer tutoring better enhanced students’ academic integration. However, reciprocal peer mentoring better enhanced social integration. Nonreciprocal peer mentoring better enhanced student persistence. Types of feedback between methods were explored. Overall, the type of intervention(s) recommended might be tailored to the presenting needs of each student. Informing students of the likely outcomes of different types of peer assisted learning should assist them to choose optimally effective forms for their own purposes.

Integrating learning support: the relationship between first-year seminar enrollment and student success in developmental mathematics

ABSTRACT Nearly half of all students in the United States are placed into at least one developmental course in college. Many of these students fail to complete developmental course sequences and persist to degree completion. First-Year Seminars are one of several high-impact practices associated with increased persistence, retention, and graduation rates of college students. Inverse probability of treatment weighting (IPTW) was used to explore the effect of concurrent first-year seminar enrolment on the academic achievement of students placed into developmental mathematics. Study results indicated that students who self-selected into a first-year seminar were more likely to earn a passing grade in their developmental mathematics course and have higher overall GPA. These results may inform strategies for integrating learning support with instruction for academically underprepared college students.

Should I Stay or Should I Go? Examining Persistence Factors Among Rural First-Year Community College Students

ABSTRACT College completion is an important focus for policy and practice and is impacted by student academic and non-academic factors. Participation in non-classroom activities is well documented to extend positive intellectual, social, and psychosocial outcomes associated with college completion, yet this association is understudied for community college students. The purpose of this study was to determine whether rural community college full-time first-year students who participate in non-classroom activities differ from nonparticipants. An adapted form of the College Persistence Questionnaire Version 2 (CPQ-V2) was utilized to examine five factors previously demonstrated to influence student persistence including academic integration, social integration, degree commitment, collegiate stress, and institutional commitment. The CPQ-V2 was administered using an electronic instrument during the Fall 2021 semester wherein respondents provided details about their pre-college background and involvement in non-classroom activities. Data analysis consisted of the chi-square test of independence and one-way ANOVA to identify significant associations or relationships between variables. Results demonstrated variation among student groups in non-classroom involvement and the outcomes correlated to such involvement. The findings offer insights for community colleges considering supports to increase persistence (and completion) through student engagement and recommendations for monitoring the effectiveness of non-classroom opportunities to meet residential and nonresidential students’ needs.

A Community College Case Study on Curricular Maps and Student Retention

To understand retention, evaluation of guided pathways (GP) implementation is an important tool. In an effort to help students succeed, colleges often give students a specified set of core courses and a specific or even prescribed pathway to complete their general education requirements. Retention efforts are always a topic with administrators at community colleges across the United States. The Community College of Baltimore County (CCBC) incorporated GP into retention efforts in the fall of 2015. Over the past 4 years, CCBC has incorporated more activities focusing on increasing knowledge about GP. The pathways are Arts; Business, Law and Education; General Studies; Humanities and Social Sciences; Science and Health Careers; and Technology, Engineering and Mathematics. Vincent Tinto’s framework is often presumed to be inappropriate to the study of student persistence at community colleges because social integration is considered unlikely to occur for students at these institutions. Community college students are thought to not have the time to participate in activities like attending concerts, joining clubs, or exploring art galleries that would facilitate social integration. This study examines student and faculty perceptions of GP at CCBC and whether they help with retention of the students for sequential semesters. I interviewed students who were enrolled in English 101 for the first time starting in the fall of 2015 through 2018. I also interviewed full-time faculty who taught English 101 on the same campus.