Dissertations / Theses: 'College freshmen'

1

Drawdy, Kelly Michelle. "Weight change among college freshmen the freshman 4 /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Theses/DRAWDY_KELLY_59.pdf.

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2

Sypin, Brittany. "A Statistical Analysis of College Freshmen Health." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu157356472151256.

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3

Davis, Tracy M. "Socioeconomic status, selective college admissions, and the first-year college experience." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1562243421&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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4

Bell, Aleece V. "Alcohol prevention a four-week seminar for first-year students /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/680.

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5

Rapp, Susan Parziale Padavil George. "Experiences of first-year students regarding the personal, social, and academic expectations of a private midwestern university." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960420.

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Thesis (Ph. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 27, 2006. Dissertation Committee: George Padavil (chair), James Palmer, Sharon Stanford, David Tucker. Includes bibliographical references (leaves 94-101) and abstract. Also available in print.

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6

Harrington, Paul Dillon III Gropper Sareen Annora Stepnick. "College freshmen weight gain residency effects /." Auburn, Ala., 2009. http://hdl.handle.net/10415/1962.

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7

Shin, Lynna Betty. "Improving the Learning Approach of College Freshmen and Future Teachers Through Curricular Intervention." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1493.pdf.

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8

Shaw-Gardow, Eric. "Exceptional admissions and retention rates for freshmen comparing athletes and non-athletes /." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005shaw-gardowe.pdf.

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9

Hung, Feng-Yi. "Three dimensions in strategic coping : a cross-cultural analysis of Taiwanese students /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7531.

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10

Bradford, Cindy L. "The Academic Achievement of College Freshmen with Regard to Demographic Variables and College Admissions Test Scores." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330943/.

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The problem with which this study is concerned was that of examining the relationship between academic achievement of college freshmen students and selected demographic variables. The purpose was to compare the grade point average of selected freshmen at North Texas State University and determine if geographic location, high school size, gender, racial heritage and college admission test scores affect academic achievement during the first year of college.

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11

Sevier, Robert A. "Freshmen at competitive liberal arts colleges : a survey of factors influencing institutional choice /." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244141651.

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12

Baker, Matthew C. Messner Phillip Eugene. "Change in high-risk behaviors during the first college year categorized by gender, first-generation status, and admission index demographics as measured by the CIRP and YFCY." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7007.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Phillip Messner. Vita. Includes bibliographical references.

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13

Spencer, Norrine Bailey. "The Impact of academic advising center interventions on freshmen." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54430.

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Despite the fact that over one-third of all colleges and universities have an advising center staffed by non-faculty, current research does not include systematic investigations of the impact of routine interventions of advising centers. The purpose of this study was to assess such an impact on freshman academic achievement, involvement in the university, and certain developmental outcomes. From a population of 628 freshman business students, 300 were randomly selected and assigned to three groups. Each group was randomly assigned to one of three treatments: a traditional advising center, an additional three interventions during the first term, or an additional six interventions during the first two terms. Academic persistence, progress and grade point averages were collected for each student. From the 260 students still enrolled at the beginning of the third term, 175 (67.3%) usable responses to the College Student Experiences Questionnaire (CSEQ) and the Advising Survey Form (ASF) were analyzed. Analysis of variance yielded no significant differences among the three groups in the three areas of academic achievement, involvement in the university, and developmental outcomes. However, the group receiving interventions for one term had the highest scores on five of the six ASF advising outcomes scales. Orthogonal contrasts between the no- intervention group and the two intervention groups yielded one unanticipated significant difference: the no-intervention group was more persistent than the two receiving interventions. Further orthogonal contrasts between just the two intervention groups yielded no significant differences. The number of student-initiated visits to the advisor did not appear to be a contributor to the impact; such visits had significant negative correlations with only academic progress and grade point average. A loglinear logit model used to compare the responses to the six interventions yielded a significant difference among the interventions on perceived caring from the advisor and effectiveness of the intervention. Although all interventions elicited high levels of perceived caring, the first intervention, an introductory call, elicited less than expected. Also, although all the interventions were largely perceived as effective, the second, a registration meeting, was found even more effective than the others. Perceived caring increased across the two terms, and second-term interventions were more effective than first-term interventions. Analysis of variance indicated that the follow-up calls made to obtain these evaluations did not have a significant effect on the impact on academic achievement, involvement in the university, and certain developmental outcomes.
Ph. D.

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14

Frazier, Kimberly G. "First-year experience collaboration among academic affairs and student affairs." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-05032007-120254/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Philo A. Hutcheson, committee chair; Sheryl A. Gowen, Rebecca S. Casey, Laura R. McNeal, committee members. Electronic text (127 p.) : digital, PDF file. Description based on contents viewed Apr. 17, 2007. Includes bibliographical references (p. 103-106).

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15

Armenth-Brothers, Francine R. "Freshmen athletes' perceptions of adjustment to intercollegiate athletics." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941365.

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The purposes of this study were to determine the adjustment of freshman athletes to intercollegiate athletics and to determine the validity of the Perceptions of Adjustment to Sports Questionnaire (PASQ), which was created for this research. The results of a pilot study that included 62 freshman intercollegiate athletes indicated that Rule 48 status, time of season, residence, interscholastic athletic experience, team cohesion, and revenue do not influence the adjustment of freshman athletes to intercollegiate sports (p < .05). Twelve panelists also rated the construct validity of the PASQ in a three-round Delphi study. The final version of the PASQ resulted in a 69-item, 8 sub scale instrument that measures freshman adjustment to intercollegiate athletics; however, additional research needs to be conducted to confirm its validity. Possible uses of the PASQ are to provide a foundation for counseling freshman intercollegiate athletes and to recognize freshman athletes at risk for psychiatric and physical health problems.
School of Physical Education

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16

Tomlinson, Stephanie Dianne. "The roles of communication and self-presentation in the socialization of college students /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/8266.

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17

McIlvain, Gary Eugene. "CAFFEINE CONSUMPTION PATTERNS AND BELIEFS OF COLLEGE FRESHMEN." UKnowledge, 2008. http://uknowledge.uky.edu/gradschool_diss/638.

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Recently, energy drinks that contain high caffeine content without any age restrictions for purchase, have been introduced into the U.S. market. Caffeine consumption in the U.S. has increased dramatically, resulting in an increase in emergency room visits and calls to poison control centers. This increase in energy drink consumption, along with the traditional coffees, teas, and soft drinks that people consume regularly, have pushed caffeine consumption to new highs in a multi-billion dollar market. The purpose of this study was to determine (1) the amount of caffeine consumed by a sample of freshmen students at Marshall University, (2) their beliefs regarding caffeine consumption, (3) reported perceived benefits and adverse effects of caffeine consumption, (4) reasons for consuming or refraining from consuming caffeine, and (5) predictors of high and low caffeine consumption. Eighty three percent reported having at least one sign/symptom of caffeine intoxication in the past while 51% reported having at least one sign/symptom of caffeine withdrawal. More than 78% consumed above the recommended 200mg of caffeine per day. The mean milligram of caffeine consumed per day in the present study was 849.86, which computes to 12.08 mg/kg/day. This was three to five times the recommended amount. Father’s social index, participation in organized activity in college, and three items for concentration, keep awake, and wake up (items of alertness) were statistically significant predictors of caffeine consumption. Respondents that participated in organized activity while in college consumed on average 60.7% more caffeine than those who indicated they did not participate in organized activity while in college. Every time the three items for concentration, keep awake, and wake up increased one point, caffeine consumption increased on average 41.1%. Females were more likely to believe that caffeine is addictive than their male counterparts. Beliefs of negative consequences of caffeine consumption did not deter caffeine consumption. Slightly more than 60% reported using caffeine to wake up in the morning and more than 76% reported using it to stay awake. This was consistent with reported beliefs of the effects of caffeine consumption. Implications for education were discussed.

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18

Sinz, Amber A. "Factors that influence career uncertainty in college freshmen." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003sinza.pdf.

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19

Balasubramanian, Mahendran Ulrich Pamela V. Simmons Karla Peavy. "Weight and body measurement changes In college freshmen." Auburn, Ala., 2009. http://hdl.handle.net/10415/1920.

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20

Ramsey, Greta Lynn. "A freshman student needs assessment of current services provided by the Sutdent [sic] Services Department at the University of Wisconsin-Stout." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000ramseyg.pdf.

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21

Vecellio, Lee Ann. "Factors contributing to college freshmen placed on academic probation." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2073.

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Thesis (M.A.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vi, 38 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 29-31).

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22

Alipuria, Alexis Katherine. "First-year college student decision making how freshmen respond to the stress of the college transition /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467891951&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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23

Bonora, Stephen. "Piloting the implementation and assessment of a new first year experience at Rowan University /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.

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24

Ortez, James R. "Generation impacts of freshmen student-athletes on their perceptions of the college experience /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7861.

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25

Monts, Stephen L. Brickell John L. Hines Edward R. "A study of freshman persistence and retention at a large midwestern university." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8608954.

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Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed July 5, 2005. Dissertation Committee: John Brickell, Edward R. Hines (co-chairs), Neal Gamsky, Warren Harden, Jeff Chinn. Includes bibliographical references (leaves 166-168) and abstract. Also available in print.

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26

Hale, Lynne Rochelle. "Relationships Among and Between Early and Late Freshmen Admission Applications and Academic Persistence." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30461/.

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This quantitative study investigated relationships among and between university early and late admitted freshmen and academic performance and persistence. The participants in this study consisted of 3,197 early freshmen applicants and 309 late freshmen applicants admitted at a large southwestern student centered public research university over the course of the year prior to the fall 2008 academic year. Significant results, using a statistical significance level of p < .05, were reported for the majority of variables examined: chi-square analysis revealed a significant relationship between application date and ethnicity; independent-samples t-tests revealed significant differences in SAT scores; 78.06% of late applicants were male compared to 40.83% of early applicants; mean GPA of early applicants was 2.62 compared to 2.18 among those who applied late; and lastly, 76.62% of early applicants returned the following year in comparison to 57.42% of late applicants. The results of this study provide preliminary support for the examination of admission policies and procedures in relation to late application. Recommendations are made for advising, counseling, and other interventions that may ease the transition of freshmen late applicants while enhancing retention and persistence.

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27

Smadi, Ahmad Abdel-Majid. "Effects of Control Theory Training Upon Self-Concept and Locus of Control Among Selected University Freshmen." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332280/.

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This study examined the effects of Control Theory training upon self-concept and locus of control among students enrolled in the Provisional Admission Program (PAP) at the University of Texas at Arlington. Twenty-nine students randomly assigned to treatment or placebo control groups took the Coppersmith Self-Esteem Inventory (CSSEI-A) and the Adult Nowicki-Strickland Internal-External Locus of Control Scale (ANSIE) as pre- and posttests. Participants in the placebo control group attended their regular educational program for the same amount of time given to the treatment group. No significant differences were found on the Analysis of Covariance for CSSEI—A or ANSIE scores following the training period. CSSEI-A and ANSIE scores were elevated, indicating that PAP students think of themselves internally as do other college students, regardless of their SAT scores. The results of this study indicate that Control Theory training is insignificantly effective in producing changes in the self-concept and locus of control among PAP students. Control Theory research may need to be carried out with a smaller group size, use larger samples, provide more time to address the issues specific to PAP student needs, include a stronger counseling emphasis to meet their needs, use more sensitive instruments to detect such changes, and allow more time for the learning to occur before the administration of the posttest.

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28

Gonzales, Joseph L. (Joseph Louis). "A Study of Retention and Attrition Among First Time College Freshmen at North Texas State University." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331864/.

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This study was designed to examine freshman students at North Texas State University and to determine some of the factors contributing to attrition and retention. The instrument used in the study was the Student Information Questionnaire (SIQ). The instrument was created to aid the objective assessment knowledge relating to student retention and attrition. The categories of knowledge selected included demographics, individual attributes, family background, and educational experience.

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29

Mackey, Claudie James. "Prediction of freshmen withdrawing from an emerging state university." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54234.

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The primary purpose of this study is to investigate and modify an instrument by which the prediction of high risk withdrawal students can be accomplished at an emerging state university. The study utilized 334 members of the freshman class at the state university. Study participants received no special programming or treatment prior to completion of the questionnaire. The subjects were required to complete Alexander Astin's Prediction Scale. Measures taken were: pre-college background, family background, educational aspirations, expectations about college, student characteristics, source of financial aid, work status and place of residence during student‘s freshman year. The statistical treatment of the data collected within this investigation required several techniques in determining its significance. An analysis of variance was employed to ascertain the differences existing between the independent and dependent variable established within the investigation. A multivariate regression analysis was used to designate the exact location of the differences revealed by the ANOVA program. An analysis of these computations revealed differences existing between males and females. Multiple regression revealed a difference in each of the four steps of each group when compared to the other group. The findings of this investigation warrant the following general conclusions: 1. That the freshman year is very crucial in the persistence of students at the university by the highest percentage of withdrawals coming from the freshman class. 2. That entering freshmen with grades higher than A had a better than 50% chance for retention; other research supports this position. 3. That dissatisfaction with the program or lack of money contributes significantly to reasons for student withdrawal. 4. That financial stability of parents of students who attended the university is important in the persistence of all students. 5. That cooperative efforts from the local, state, federal and institution's financial communities is a must in keeping the availability of work opportunities for students who desire and have the need to work. 6. That commitment to the educational goals of the university was a major concern of enrollees. 7. Finally, that being able to "fit" both academically and socially was very important to incoming enrollees.
Ed. D.

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30

Saunders, Desiree Gropper Sareen Annora Stepnick. "Weight and body composition changes in first semester college freshmen." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Nutrition_and_Food_Science/Thesis/Saunders_Desiree_21.pdf.

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31

Daley, Bettyann. "A college departmental plan to address the deficient algebra problem in college freshmen." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 98 p, 2008. http://proquest.umi.com/pqdweb?did=1459918781&sid=13&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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32

Gallo, Charles B. "The role of educational systems in improving college readiness skills in college freshmen." Thesis, Sage Graduate School, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254884.

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This qualitative study investigated second semester undergraduate college students’ perceptions of their levels of college readiness instilled and developed in them as graduates of a New York City High School.

This study sought to determine the level of alignment of the criteria and definitions of college readiness between the New York City Department of Education, the New York State Education Department, and the City University of New York. According to data revealed by the College Board in 2015, the number of students graduating high school who are considered college ready is 28 percent. This phenomenon has been verified by the College Board, ACT, the New York City Department of Education and the New York State Education Department.

The research found that there was an alignment regarding college readiness criteria among the New York City Department of Education, the New York State Education Department and the City University of New York (CUNY). On the other hand, the current definitions of college readiness determined by educational organizations at the state and local levels were analyzed and it was found that they do not align with actual experiences of college freshman students.

The interviews of thirteen undergraduate college freshman participants from a predominately Title 1 high school indicated that the students did not feel that they graduated with the skills, attitudes and attributes to be successful in college.

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33

Patchin, Stephen H. "Self-efficacy of college freshmen engaged in STEM outreach." Thesis, The University of Nebraska - Lincoln, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102742.

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Not since the Cold War and the launch of Sputnik has there been such a focus on producing college graduates in fields related to science, technology, engineering, and mathematics (STEM). As manually driven careers disappear, new diverse careers are created and they have one thing in common, STEM. As students move into these challenging curriculums they will need to have faith in their abilities to achieve their goals. This self-efficacy is vital component for their collegiate and career success. This mixed methods study examines the unique pre-college STEM outreach phenomenon called Mind Trekkers. Mind Trekkers uses the `WOW? of experiential learning in the areas of STEM to motivate K-12 students to engage in STEM related fields. The focus of the study is on the first-year college freshmen that join this program, becoming STEM serviceteers, and how being part of this STEM phenomenon impacts their self-efficacy. The findings can be summed up in a quote I get to help people understanding in a different way than I would if I was just doing volunteering like I did in high school. It?s cool. I just love it and it gives me the confidence that what I am doing is the right thing here at (the university). (Jean) The results of the study indicate that the Mind Trekkers program acted as a catalyst to increase the self-efficacy of the students that participated in it, through personal social and academic impact.

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34

Skinner, Ned Thomas. "A Case Study of Freshmen Swimmers' College Transition Experiences." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/11136.

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The transition from high school to college can be a difficult and stressful experience for a student-athlete. University athletic departments across the country, in conjunction with the office of student life, implement transition programs in an attempt to assist freshmen with their new environment. The purpose of this study was to determine a head coach's role in the transition process between high school and college of a freshman student-athlete. Furthermore, the study sought to address to what extent a student-athlete could benefit from evaluating the effectiveness of the transition process. Fifteen participants from a large NCAA Division I swim program took part in this study in the fall of 2003. Each participant was officially recruited to attend the institution and was entering college for the first time. A two phase approach was utilized to obtain data on the swimmers' first three weeks in college and also their first semester in college. Each swimmer was interviewed after his or her first three weeks in school in a semi-structured environment. Each participant was asked the same series of questions. Each participant was also interviewed near the conclusion of his or her first semester and was asked a series of follow up questions. The data was analyzed utilizing qualitative methods. The results of the study indicated that a head coach has a critical role in assisting freshmen student-athletes in their program with the transition from high school to college. Student-athletes look to their head coach as a mentor who can affect the new environment, and thus the head coach is a significant factor in their transition experience. Further, a head coach should know the components of the transition programs offered by both the university and athletic department, and develop his or her own transition model to increase the chances of a well adjusted freshman student-athlete. The results of the study also indicated that a student-athlete can benefit from evaluating the effectiveness of a transition program annually. Universities, athletic departments, and coaches should make needed changes each year to address the specific needs of freshmen student-athletes entering college for the first time.
Ph. D.

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35

Leone, Ryan J. "Patterns and Composition of Weight Change in College Freshmen." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428668895.

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36

Pomm, David J. "PREDICTORS OF CAFFEINE-RELATED WITHDRAWAL SYMPTOMS IN COLLEGE FRESHMEN." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4467.

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While caffeine withdrawal has been well-characterized, research on caffeine intake and factors associated with withdrawal has been limited. The present study examined prevalence rates of caffeine use and identified psychosocial factors associated with having caffeine withdrawal headaches (CWH). Participants were N = 1,989 college freshmen who participated in the 2011 Spit for Science project. Caffeine use was reported by 80% of the sample. Females were more likely than males to consume caffeine, and soda was the primary source of caffeine for both genders. As hypothesized, daily caffeine users were more likely to report CWH than non-daily users. When multivariable analyses examined other variables identified through univariable analyses, the most parsimonious model for distinguishing between those with and without CWH included the following set of predictor variables: daily caffeine use; female; non-white minority; peers with alcohol problems; greater neuroticism, and those reporting maternal depression or anxiety.

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37

Johnson, Amanda H. "A Comparison of the Impact of a Freshman Experience Program Provided for College-Bound High School Students versus a Freshman Experience Program Completed as College Freshmen." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1918.

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With over two thirds of high school graduates going on to pursue postsecondary options after high school and over one fourth at 4-year institutions and nearly half at 2-year schools never reaching their sophomore year, it is evident that the transition from high school to college is a broken one for many students. There has been a nationwide call to redefine the senior year of high school and rethink the transition from secondary to postsecondary education. Aligned with this plea, Walters State Community College began an initiative, the Freshman Experience program, to ease some of the strains associated with the transition process and, in 1993, began offering this course to high school seniors. The program was expanded and offered to seniors at 23 high schools in a rural 10-county service delivery area in East Tennessee. The purpose of this study was to determine whether students who completed a freshman experience course while still in high school engaged in more actions that positively impact retention than did those who had not had such a course prior to college enrollment. The study included 1,391 students, 550 who completed the course at the high school level and 841 who completed the course during their 1st semester of college enrollment. Chi-square analysis of the data was conducted to investigate 6 variables. The major findings were that high school freshman experience completers (a) made application for college earlier, (b) earned significantly more advanced studies credits, (c) had significantly fewer absences during their 1st semester of college, (d) had significantly fewer course withdrawals, (e) had significantly fewer course failures, and (f) had significantly higher cumulative GPAs at the end of the 1st semester than did the postsecondary program completers. Based on the findings of this study, the implementation of a freshman experience course or similar program serves to positively impact the transition of high school seniors to the postsecondary environment. These results confirm the need for high schools and postsecondary institutions to work together to provide students with a seamless transition in an effort to increase student retention and program completion.

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38

Adams, William F. (William Franklin). "Identification of College Freshmen According to Scholastic and Persistence Potential." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279134/.

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This study was designed to develop a procedure for the identification of freshman students at risk in the academic and social integration process at Texas Christian University. The data for the study were collected from the Student Information Form (SIF) and student records system at Texas Christian University. The data included demographic, attitudinal, educational background and one-year persistence indicators (retain and drop) as well as one-year cumulative grade point averages for the fall 1990 entering freshman class.

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39

Hall, Robert Andrew. "Freshmen Experience at a Community College: its relationship to academic performance and retention /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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40

Pfeifer, Laura L. "Agricultural awareness and perceptions of freshmen at West Virginia University." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5664.

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Thesis (M.S.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains x, 147 p. Vita. Includes abstract. Includes bibliographical references (p. 99-101).

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41

Oware, Philip K. "A study investigating the college choice process of selected freshmen minority undergraduate students at Rowan University /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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42

Smith, Renee M. "College debt : an exploratory study of risk factors among college freshmen and its effect on college choice /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131464726.pdf.

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43

Wertheimer, Jeffrey C. "Summer transition entry program a program for high risk freshmen in higher education /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=675.

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Thesis (M.A.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains viii, 93 p. : ill. Includes abstract. Includes bibliographical references (p. 65-69).

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44

Cantu, Rene Jr. "In honor of family, in pursuit of a better life the experience of Latino freshmen during the first year of university study /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3077427.

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45

Johnston, Emily A. "Analysis of suicidal ideations and attempts among university freshmen /." View online, 2006. http://repository.eiu.edu/theses/docs/32211131326319.pdf.

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King, Tara M. "Admitted student programs, freshmen matriculation, and persistence at Ball State University." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221289.

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This study attempted to determine if participants in admitted student programs at Ball State University matriculated and persisted at a greater rate and had more academic success than students who did not participate in admitted student programs.Students who participated in one or more admitted student programs matriculated at a greater rate (73.3%) than those who attended on-campus admissions programs (59.0%) and those who did not attend an admitted student program or an on-campus admissions program (42.7%). Matriculates who attended an admitted student program persisted into the second semester of study at a greater rate (93.9%) than those who attended no programs (77.5%), and had a higher mean grade point average in the fall semester (2.85/4.00) than those who attended no programs (2.58/4.00).
Department of Educational Leadership

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Kuhlmann, Kristin L. "Weight change in college freshmen| Personal, interpersonal and situational influences." Thesis, The University of New Mexico, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597802.

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Obesity has become the most significant noninfectious health risk in the United States, and the major causes of death and disability are shifting to chronic, non-communicable health conditions that are largely attributable to physical inactivity, overweight and obesity, and other diet-related factors. Among children and adolescents, the overweight/obesity rate is approaching 32%, with 17.9% of adolescents becoming obese. While the obesity rate has doubled in all age groups in the United States, it has tripled among young adults aged 18 to 28 years, and 70% of adolescents who are at a healthy weight will become overweight or obese as adults. At particular risk for rapid weight gain are college freshmen; the rate of weight gain in the first semester of college is twice that of same-age peers, and 77% of all college freshmen gain weight. The purpose of this descriptive study was to explore the personal, interpersonal, and situational factors that influenced weight change in freshmen. Seventy-six college freshman completed measures of demographics, height and weight, physical activity, sedentary behavior, nutritional intake, beverage and snack intake, alcohol consumption, stress management, interpersonal relations, spiritual growth, and health responsibility at baseline and 15 weeks later during their first semester of college. Participants gained a mean of 2.3 pounds, with 43% gaining clinically significant weight (≥ 3.5 pounds); 33% of the participants gained over five pounds. Two variables predicted 12% of this weight gain: a low level of health responsibility and having an underweight/normal BMI upon entrance to college. Identification of participants in the underweight/normal BMI category as the group at most risk for significant weight gain was an unexpected finding that merits further exploration. In addition, findings indicate that strategies are needed to create stronger support systems, to increase the level of health responsibility, and to encourage college freshmen to regularly perform behaviors to attain, or maintain, a healthy weight throughout the first year of college.

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Elias, McKinney Michelle Angela 1963. "Perceptions of the campus environment: College freshmen and alcohol use." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288774.

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The current study investigated drinking rates, perceptions of campus drinking norms, perceptions of campus environment, pro-alcohol attitudes, personal drinking behaviors, and alcohol related negative consequences of first time, traditionally-aged freshmen. Changes in drinking rates, perceptions, attitudes, and consequences were studied at three time periods during the first college semester. Fifty-three students completed the Core Alcohol and Drug Survey during the three data collection phases of this study. A large proportion of non-drinkers (40.4 percent) and women (71.7 percent) participated in the study. No statistically significant changes were detected for change in personal drinking rates, attitude towards alcohol, or alcohol-related negative consequences. Statistically significant differences between times occurred for only three consequence items: been criticized by someone I know (p = 0.140), performed poorly on a test or important project (p =.0047), and got nauseated or vomited (p =.0039). Gender differences were not found related to drinking rates, and number or type of consequences experienced with one exception. The got nauseated or vomited item was statistically significant (p = 0.0251).

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Akey, Wayne L. "Personality type and mathematics anxiety factors affecting remedial college freshmen /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687959966117.

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Pawvluk, Katrina Jean. "Expectation to reality : college freshmen and the use of alcohol /." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-12172008-063254/.

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Dissertations / Theses on the topic 'College freshmen'

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