Journal articles: 'College student orientation'

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Norvilitis, Jill M., Howard M. Reid, and Karen O'Quin. "Amotivation: A Key Predictor of College GPA, College Match, and First-Year Retention." International Journal of Educational Psychology 11, no. 3 (October 24, 2022): 314–38. http://dx.doi.org/10.17583/ijep.7309.

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Two studies examined the relationships between motivational orientation, college student success, and first-year retention. In Study 1, 523 college students completed measures of motivational orientation and student success. Results indicated that intrinsic and extrinsic motivation were positively related to college GPA, student-university match and adjustment to college. In contrast, amotivation was negatively related to these dependent variables. Study 2 examined a mediational model in which motivational orientation, most consistently amotivation, predicted lower college student GPA and poorer college match. These, in turn predicted a decrease in first-to-second-year retention among 385 first-year college students. These results suggest that colleges may wish to address amotivation among students as a way to enhance student success and retention.

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Davidson, Curt, and Alan Ewert. "College Student Commitment and Outdoor Orientation Programming." Journal of Experiential Education 43, no. 3 (June 1, 2020): 299–316. http://dx.doi.org/10.1177/1053825920923709.

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Background: Increasingly colleges and universities are utilizing Outdoor Orientation Programs (OOPs) to help incoming students assimilate into college life. These programs have shown promise in recent analyses for enhancing desired outcomes with particular consideration shown to pro-social behavior and retention outcomes. Purpose: To examine how effective OOPs are in preparing students for a successful college student experience, particularly with variables known to influence student success and commitment to college. Methodology/Approach: Data were collected from four universities across the United States. Participants in this study were 205 undergraduate students from 17 to 25 years old who self-enrolled in their respective institutions OOP. This study used the College Student Readiness Inventory to generate a hypothesis concerning the possible effects of an OOP experience concerning predictive and outcomes variables relative to college student commitment. Findings/Conclusions: Using SmartPLS, the main effects of the OOP indicated predictive relationships between Commitment to College and Goal Striving, Communication Skills, Social Activity, Emotional Reactivity, Study Skills, and Social Connection. Academic Self-Discipline, Academic Self-Confidence, and Self-Determination on Commitment to College. Implications: Study findings suggest specific connections between predicting college student commitment before and after an OOP.

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Lu, Yao. "The Role Orientation of College Counselors in Group Crisis Events." Lifelong Education 9, no. 4 (July 22, 2020): 224. http://dx.doi.org/10.18282/le.v9i4.966.

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The stability of colleges and universities is closely related to the stability of the country and society. Counselors play an extremely important role in the daily management of colleges and universities. Colleges and universities are an important part of society. Multiple social conflicts will affect and project on colleges and universities, which at the same time leads to the difficulty of student management, especially in the face of group crisis events. The school needs to respond quickly, and counselors promptly and effectively intervene to minimize the damage caused by the crisis event, which is of great significance for maintaining the stability of college campuses. In the crisis of college students, college counselors should strengthen their role positioning, maximize their functions and realize their value, so as to effectively reduce the incidence of college crisis events and create a healthier and safer campus environment for college students.

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Awale, Sushil. "Market Orientation of Tribhuvan University Colleges." Journal of Nepalese Business Studies 13, no. 1 (December 31, 2020): 135–46. http://dx.doi.org/10.3126/jnbs.v13i1.34725.

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Tribhuvan University is the largest university in Nepal. The marketing of educational services is still a debatable issue in Nepal. This study analyzes the market orientation of Tribhuvan University’s constituent colleges and affiliated colleges. The relationship among various dimensions of market orientation like customer focus, addressing student employer need, competition-oriented strategies, integration of organizational activities were examined and the impact of these dimensions was measured in terms of student satisfaction. This study is a quantitative causal analysis. Students of Tribhuvan University affiliated colleges were surveyed on the market orientation of the college. The study found that most of the colleges were not market-oriented. The study showed a positive correlation among student orientation, employer orientation and integrated activities. Further studies could analyze the market orientation of other Nepalese universities and the market orientation of particular faculty of the university.

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Tian, Jing, Mohan Zhang, Haitao Zhou, and Jianfen Wu. "College Satisfaction, Sense of Achievement, Student Happiness and Sense of Belonging of Freshmen in Chinese Private Colleges: Mediation Effect of Emotion Regulation." International Journal of Environmental Research and Public Health 18, no. 22 (November 9, 2021): 11736. http://dx.doi.org/10.3390/ijerph182211736.

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Sense of belonging constitutes a critical component of college students’ retention and academic achievement, especially in disadvantaged higher education institutions such as private colleges in China. Using nationwide survey data (n = 3816) from Chinese private colleges, this study explores how college satisfaction, sense of achievement, and student happiness contribute to freshmen’ sense of belonging. Structural equation modeling analyses have identified the significant positive associations between freshmen’s emotion regulation and sense of belonging. In particular, emotion regulation plays a mediating role in the relations between college satisfaction, sense of achievement, student happiness, and the sense of belonging. Therefore, private colleges should design and implement orientation programs to improve freshmen’s learning experience, especially college satisfaction and student happiness, to enhance their sense of belonging.

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Naparan, Genesis. "Assessment of Student Services of Saint Columban College: Basis for Continuous Improvement." JPAIR Multidisciplinary Research 37, no. 1 (July 8, 2019): 168–85. http://dx.doi.org/10.7719/jpair.v37i1.706.

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The main clients of every Higher Educational Institution (HEI) are the students. Their satisfaction is the utmost concern of an HEI. Thus, this paper assessed the student services of Saint Columban College using the 42 graduating students of the College of Teacher Education, Arts and Sciences (CTEAS) during the first semester of the Academic Year 2018-2019. The different student services that were assessed are the following: Admissions, Student Orientation, Guidance Program and Services, Campus Ministry, Student Assistance Program, Co-curricular Programs and Activities, Alumni, and Registrar’s Services. This used a survey questionnaire adapted from the Philippine Accrediting Association of Schools, Colleges, and Universities (PAASCU) manual. This made use of weighted Mean, to sum up, the responses of the research participants. Based on the findings, Admission, Student Orientation, Campus Ministry, co-curricular activities, and Alumni got excellent ratings while Guidance Programs and services, Student Assistance program and Registrar’s services got lower satisfaction from them. Therefore, the researchers suggested activities on how to serve the students better.

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Huang, Bingchao. "The Influence of Science and Technology Innovation Perception Education on Entrepreneurial Intention of College Students." International Journal of Emerging Technologies in Learning (iJET) 18, no. 19 (October 4, 2023): 128–46. http://dx.doi.org/10.3991/ijet.v18i19.43909.

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The current employment situation is grim, and the era of science and technology is conducive to college students providing new opportunities for innovation and entrepreneurship. The inclusion of entrepreneurship education in college courses can open up more employment opportunities for students. Therefore, the educational environment is crucial for students’ employment choices. This paper conducted a questionnaire survey on 582 college students from nine universities in Fujian Province, China, to develop a relationship model between science and technology innovation perception, education, and entrepreneurial intention. The results show that: 1. Science and technology innovation perception education has been proven to have a direct positive influence on college students’ entrepreneurial intention; 2. Undergraduates work value orientation (including career orientation, mission orientation, and livelihood orientation) significantly affects entrepreneurial self-efficacy and thus entrepreneurial intention; and 3. Both work value orientation and entrepreneurial selfefficacy have a direct influence on entrepreneurial intention, but the influence of entrepreneurial self-efficacy is greater than that of work value orientation. Therefore, enhancing college students’ entrepreneurial self-efficacy is the main way to improve entrepreneurial intention. Based on this, to improve the entrepreneurial intention of college students, colleges and universities should strengthen science and technology innovation perception education, do a good job in student employment guidance, improve students’ self-efficacy, meet undergraduates’ diverse employment needs, and provide more entrepreneurship resources to undergraduates.

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Whitaker, Virginia W., and Franklin L. Roberts. "Applying Values and Lifestyles Psychographics to Parental Involvement in College and University Orientation." NACADA Journal 10, no. 1 (March 1, 1990): 41–46. http://dx.doi.org/10.12930/0271-9517-10.1.41.

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The authors suggest that college and university planners and advisors shift from a student-centered to a parentlstudent-centered freshman orientation. Planning significant events for parents not only improves the quality of orientation but also offers excellent public relations opportunities. While careful orientation for students will enhance adjustment to college life, a good orientation for parents will benefit parents, students, and the school By applying a psychographic typology known as Values and Lifestyles (VALS), schools can create a choice of activities attractive to parents from different market segments. Increased student retention will be a major benefit.

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Effendy, Fauzan, and Riki Ramadhan. "College Students Sport Orientation After Following Basketball Sport Education." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5, no. 3 (September 29, 2021): 518–26. http://dx.doi.org/10.33369/jk.v5i3.17334.

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This study aims to examine the difference in the influence between SE teaching and conventional teaching on student sports orientation using basketball. The research method in this study uses experiment with the randomized pretest-posttest control group design. The participants were 48 students of the PJKR study program at STKIP Nahdlatul Ulama Indramayu. The research instrument uses Sport Orientation Questionnaire for students majoring in sports. The research data were analyzed using independent samples t-test. The results of the study concluded that there were differences in the influence between SE teaching and conventional teaching on student sports orientation using basketball. In order to carry out further research using other sports besides basketball and to conduct further investigations at the end of season tournament using SE.

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Mosqueda, Dickey O. "Classroom Climate and Student Goal Orientation in English among College Students." International Journal of Research and Innovation in Social Science 06, no. 01 (2022): 655–63. http://dx.doi.org/10.47772/ijriss.2022.6140.

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Fong, Carlton J., Taylor W. Acee, and Claire Ellen Weinstein. "A Person-Centered Investigation of Achievement Motivation Goals and Correlates of Community College Student Achievement and Persistence." Journal of College Student Retention: Research, Theory & Practice 20, no. 3 (October 18, 2016): 369–87. http://dx.doi.org/10.1177/1521025116673374.

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Given low rates of student retention in community colleges, there has been growing interest in understanding characteristics that put students at-risk and that serve to buffer against academic difficulty. In particular, research on student success has focused on demographic predictors that are difficult to change, whereas motivational variables—that are malleable—require greater attention. In addition, studies have utilized variable-centered approaches, but in the present study, we use a person-centered approach to identify distinct motivational profiles informed by goal-orientation theory. With a large sample of community college students, we identified five clusters and found that high levels of mastery approach goals and moderate levels of performance-approach goal orientation were the ideal combination of academic motives for grade point average and persistence.

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Bryant, Kelly M., and Krista M. Soria. "College Students’ Sexual Orientation, Gender Identity, and Participation in Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 25, no. 1 (March 15, 2015): 91–106. http://dx.doi.org/10.36366/frontiers.v25i1.347.

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In recent years, there has been an increase in the number of students studying abroad; however, researchers have discovered that some student populations are not as likely to study abroad, including students with disabilities, multicultural students, and low-income students. Amid these growing bodies of literature that highlight disparities between students’ participation in study abroad, research fails to address whether lesbian, gay, bisexual, transgender, questioning or queer students (LGBTQQ) study abroad at lower rates than their peers given that some cultures are not accepting of students’ sexual orientation or transgender identities. This lack of research is troubling because LGBTQQ students face challenges many of their peers do not normally have to confront in higher education. The purpose of this study, then, is to fill this gap in research by answering the following question: are LGBTQQ students significantly less likely to study abroad compared to their peers? Utilizing student data from the multi-institutional Student Experience in the Research University (SERU) survey, the results of this study suggest that LGBTQQ students are significantly more likely than heterosexual and cisgender students to participate in study abroad opportunities in several areas

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Percival, Jennifer, Bill Goodman, Ann LeSage, Fabiola Longo, Maurice DiGiuseppe, Arlene De La Rocha, John Samis, Ron Hinch, and Otto Sanchez. "Exploring Student and Advisor Experiences in a College-University Pathway Program: A Study of the Bachelor of Commerce Pathway." Canadian Journal of Higher Education 45, no. 4 (December 31, 2015): 400–422. http://dx.doi.org/10.47678/cjhe.v45i4.184499.

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Currently, there is great interest across Ontario in the expansion of pathway programs between colleges and universities. Through strategic partnerships, two Ontario-based postsecondary institutions (a college and a university) have developed innovative and effective pathway programs that facilitate the transition of students between institutions for the completion of degrees, diplomas, and certificates. These programs support the training of highly qualified, market-ready graduates. This paper reports on a mixed-methods study of the successes and challenges of a particular Ontario college and university pathway program, with a focus on the Bachelor of Commerce Pathway program. Preliminary results indicate that pathway students were more academically successful than their traditional university student counterparts but did experience a number of challenges in transitioning from college into university. Principal challenges included inefficient communication between program administrators, academic advisors, and students; lack of orientation activities for pathway students; lack of college student preparedness in communication and critical thinking skills; and difficulties experienced by college students integrating into the social-cultural life of the university.

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Ndah, Divine Selorm, Emma Poku Agyeman, Joseph Dawson-Ahmoah, Bernard Ogyri Asare, and Nelson Adu. "Impact of Orientation Programmes on Fresh Students in the Colleges of Education in Ghana: A Case of St. Monica’s College of Education." Asian Research Journal of Arts & Social Sciences 19, no. 3 (April 15, 2023): 42–49. http://dx.doi.org/10.9734/arjass/2023/v19i3430.

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The focus of the paper was to find out how orientation programmes at Saint Monica’s College impact on the fresh students in the College and find ways through which such programmes could be strengthen. The study adopted case study approach of the qualitative design and targeted Lecturers, Counselors and Students. The study used the mixed methods to solicit data. The respondents were however sampled using random and purposive sampling techniques. Data was analyzed using content thematic approach. It was revealed that, orientation programmes help students to socialize properly in the new environment. Besides, the programme helps to clear misconceptions that associate with courses of study in the College. It came out that, orientation programmes should be extended to cover a longer period and also, such programmes should be added to the Student Representative Council’s activities so as to attract mass students’ participation.

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Mariani, Mack D., and Gordon J. Hewitt. "Indoctrination U.? Faculty Ideology and Changes in Student Political Orientation." PS: Political Science & Politics 41, no. 04 (October 2008): 773–83. http://dx.doi.org/10.1017/s1049096508081031.

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In the provocatively titledIndoctrination U., David Horowitz argues that radical members of college faculties have “intruded a political agenda into the academic curriculum,” engaging in propaganda rather than scholarship and indoctrinating students rather than teaching them (Horowitz 2007, xi). Although allegations of liberal bias in academia are nothing new, the issue has gained increased attention as the result of efforts by Horowitz and the Center for the Study of the Popular Culture (CSPC) to promote the Academic Bill of Rights for American colleges and universities.

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Kim, Jooyoung, Tae Hyun Baek, and Daehyun Kim. "Quality of Work and Team Spirit as Drivers of Student Peer Evaluation on Advertising Group Project Performance." Journal of Advertising Education 15, no. 2 (November 2011): 14–24. http://dx.doi.org/10.1177/109804821101500204.

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Using the evaluation traits typically adopted by college instructors, this study investigates the dimensions of peer evaluation criteria used by college students in advertising management and campaigns courses and examines their effects on overall peer evaluation under the influence of three moderating self-related concepts: self-esteem, self-competence and goal orientations (i.e., learning goal orientation and performance goal orientation). The results, from Study 1 suggest Quality of Work and Team Spirit as two important factors for students’ evaluation of their peers. The moderating effects of self-related concepts from Study 2 indicate that students with high self-esteem and high self-competence use Quality of Work predominantly, while students with high learning goal orientation and performance goal orientation use both Quality of Work and Team Spirit for peer evaluations. Overall, the findings indicate that students use Quality of Work more strongly in evaluating their team peers, compared to Team Spirit.

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Chen, Jinxu. "Discussion on the Education Path of Socialist Core Values for College Students." Transactions on Social Science, Education and Humanities Research 6 (March 22, 2024): 19–26. http://dx.doi.org/10.62051/2q2hpg31.

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College student party members are in the critical period of maturing their world view, outlook on life and values, and their value orientation and ideological concepts are easily strongly influenced by various external factors and social environment, which brings about many violent shocks at the value level, which has a negative impact on the formation and development of college students' values to a certain extent. After the Party Central Committee put forward the core socialist values, college student party members are required to accurately understand and grasp the connotation of the core socialist values, and understand their value goals, value orientations and value standards at the national, social and individual levels. Only by comprehensively investigating and researching the cognitive, emotional and practical identity of college student party members in the field of socialist core values, analyzing the problems existing in the field of socialist core values education, and proposing a systematic and effective educational path for socialist core values on this basis, can college student party members firmly establish the socialist core values, form a correct "three views", and have good cognitive, emotional and practical identity.

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Anaba, Mavis Abaane, Sheila Naa Tetteorkor Clottey, Amuzu Saviour, and Daniel Kwabena Danso. "Uniform Debate Among Student- Teachers in The Colleges of Education in Ghana: A Case of Bagabaga and Tamale Colleges of Education in The Northern Region of Ghana." International Journal of Interdisciplinary Research Methods 10, no. 1 (January 15, 2023): 1–14. http://dx.doi.org/10.37745/ijirm.14/vol10n1114.

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The study aimed at examining the factors that affect student-teachers wearing of school uniforms in the Colleges of Education with focus on selected Colleges of Education in the Northern Region of Ghana. The study employed a case study design. The study’s population was level 100, 200, 300 student- teachers of Bagabaga College of Education and Tamale College of Education with an estimated student population of about 3,800. Out of the population, random sampling technique was used to sample 200 student- teachers from the two colleges. Questionnaire was used as the main instrument to collect data on the research question and supported by observation. The findings from the study showed that student- teachers agreed to some of the factors that inﬂuence the disinterest in wearing school uniforms among colleges of education students, inter alia, uniforms promote tagging and labelling, uniforms promote misidentification and impersonation, uniforms do not improve performance, uniforms may emphasize the existence of inequalities, uniform wearing is uncomfortable, Uniform is unstylish, Uniform do not respect culture, Uniform promotes conformity. Furthermore, student teachers agreed to the fact that uniform promotes standard, unity, make student- teachers from all social and economic background the same and also do away with bulling and gang activities in the colleges of education. Based on the findings, it was recommended that there should be orientation for student- teachers to educate them on the uniform policy at the colleges of education each academic year and to let the student- teachers know that school uniform is not meant to belittle them as tertiary students. College management should be flexible in the implementation of the uniform policies at the colleges of education. If a uniform policy is implemented, the effectiveness of such policy should be evaluated.

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Soler, Olivia, Adam O'Malley, Whitney Cook, Morgan Richardshon, J. Joey Blackburn, Kristin Stair, and Richie Roberts. "Forecasting the Academic Performance of Freshmen College of Agriculture Students: Using Goal Orientations and Academic Efficacy as Predictors." Journal of Agricultural Education 63, no. 4 (December 31, 2022): 204–19. http://dx.doi.org/10.5032/jae.2022.04204.

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In 2015, the United States Department of Agriculture reported that agriculture baccalaureate graduates were only expected to fill two-thirds of the available job openings. To address this need, it has become critical for colleges of agriculture to retain high-quality students. In response, universities have attempted to determine the practices to foster student success. Therefore, in this study we aimed to investigate how goal orientation factors (i.e., mastery goal orientation and academic efficacy) may influence the academic success (i.e., first semester GPA, second semester GPA) of College of Agriculture (COA) freshmen. The current investigation was grounded in goal orientation and social self-efficacy theory, which allowed us to understand self-efficacy’s influence on students’ academic performance. The findings from this study suggested that social and academic efficacy influenced the student academic achievement of COA freshmen. Therefore, it is recommended that university leaders foster self-efficacy for university agricultural students and that future research be conducted to determine the variables that describe the variance in first semester GPA and retention best.

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Stolk, Jonathan, and Janie Harari. "Student motivations as predictors of high-level cognitions in project-based classrooms." Active Learning in Higher Education 15, no. 3 (November 2014): 231–47. http://dx.doi.org/10.1177/1469787414554873.

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It is well established that active learning helps students engage in high-level thinking strategies and develop improved cognitive skills. Motivation and self-regulated learning research, however, illustrates that cognitive engagement is an effortful process that is related to students’ valuing of the learning tasks, adoption of internalized goal orientations, and development of personal agency. In this study, we test these relationships by generating multiple regression models that use motivational variables to predict college students’ use of elaboration and critical thinking in project-based courses. We find that elaboration strategies are significantly and positively predicted in regression models based on task value and intrinsic goal orientation or on task value and self-efficacy. Regression analyses illustrate that models based on task value and intrinsic goal orientation, in combination with either self-efficacy or extrinsic goal orientation, described students’ use of critical thinking strategies. These findings support prior research that shows that student motivations are significantly tied to their use of cognitive strategies. The findings extend the existing research base by illustrating the extent to which student motivations may be used to predict cognitive engagement in active, project-based environments.

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Dong, Yijun. "Study on Achievement Goal Orientation and English Learning Motivation of Vocational College Students." International Journal of Education and Humanities 11, no. 3 (December 13, 2023): 497–99. http://dx.doi.org/10.54097/ijeh.v11i3.15157.

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The achievement goal orientation theory is applicable to explaining the relationship between student learning motivation and their level of effort. Vocational college students have poor English foundation and low motivation to learn English. Teachers can cultivate students' positive achievement goal orientation and improve their English proficiency through four strategies: adjusting teaching objectives, adopting encouraging evaluations, designing reasonable teaching methods, and supplementing teaching content.

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Hawley, Tamela H., and Tracy A. Harris. "Student Characteristics Related to Persistence for First-Year Community College Students." Journal of College Student Retention: Research, Theory & Practice 7, no. 1 (May 2005): 117–42. http://dx.doi.org/10.2190/e99d-v4nt-71vf-83dc.

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This study analyzed student characteristics that impact persistence among first-year students attending a large, metropolitan community college. The Cooperative Institutional Research Program (CIRP) Freshmen Survey was administered to first-time students during orientation. Factor analysis was used to classify students' personality and behavioral characteristics and discriminant function analysis was used to predict retention or attrition. The discriminant model accurately predicted retention in 78.8% of the cases. Findings suggested that student characteristics impacting persistence can be classified into three categories: barriers, motivations and aspirations, and expectations. Among the strongest predictors of attrition were the number of developmental classes required, the intention to transfer to a four-year institution, and the expectation that English as a second language could be a problem for college students. Among the strongest predictors of persistence were being African American or Latino, cumulative GPA, and the length of time students plan to spend at the college. Recommendations are shared for how community college administration, faculty, and staff can work with students and the community to raise student expectations, motivation, and preparation long before they become first-year college students.

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Yuhao, Cen. "Student Development in Undergraduate Research Programs in China: From the Perspective of Self-Authorship." International Journal of Chinese Education 3, no. 1 (May 13, 2014): 53–73. http://dx.doi.org/10.1163/22125868-12340030.

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Abstract This qualitative study investigates college student development in the epistemological, intrapersonal, and interpersonal dimensions through participating in co-curricular undergraduate research programs. The student interview data reported in this paper comes from a larger study on college experiences and student learning. It is found that student development in the three dimensions are intertwined in undergraduate research programs, and internal voices begin to emerge in college. Despite the research- and innovation- orientation of undergraduate research programs, they serve as vehicles for students to explore answers to three driving questions in young adulthood: “How do I know?,” “Who am I?,” “How do I want to construct relationships with others?” Limitations and implications are also discussed.

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Taunu, Try Wahyulyangkara Debora, Dian Lestari Anakaka, and R. Pasifikus Christa Wijaya. "Bullying Behavior among College Students in the Nusa Cendana University." Journal of Health and Behavioral Science 3, no. 3 (September 29, 2021): 283–95. http://dx.doi.org/10.35508/jhbs.v3i3.4284.

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Bullying is a phenomenon that still occurs in the education world, including in higher education institution. The research objective was to identify the bullying behavior and the types of bullying and how it felt by students at Nusa Cendana University. This type of research uses quantitative research with the Man-Whitney U analysis design. The number of samples is 335 students from the University of Nusa Cendana. The results showed that the bullies are mostly coming from students aged 22-24 years old and students aged 18-19 years old are more often bullied. Male students were more likely to be bullied and be victims of bullying than female. Students who were on the committee during the student orientation period do have a higher physical bullying rate than those who have never been on the committee, raising some questions for the evaluation of the student orientation implementation. If the level of bullying experienced by students increases, the higher the level of bullying they do, thus prolonging the cycle of bullying in students.

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Miller, B. J., and Donna L. Sundre. "Achievement Goal Orientation Toward General Education Versus Overall Coursework." Journal of General Education 57, no. 3 (January 1, 2008): 152–69. http://dx.doi.org/10.2307/27798105.

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Abstract Two studies were conducted regarding the achievement goal orientations of college students within two contexts: coursework in all courses and in general education courses. Interactions were detected for achievement goals by class level and context. Findings raise concern about student attitudes toward general education, despite its importance to other stakeholders.

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Shi, Chenggang. "College Students' Behavior Initiative, Psychological Availability, and Innovation and Entrepreneurship: The Mediating Effect of Interest Orientation." International Journal of Emerging Technologies in Learning (iJET) 17, no. 17 (September 8, 2022): 192–206. http://dx.doi.org/10.3991/ijet.v17i17.34175.

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The features of college students’ initiative character and psychological availability can generate great influence on their Innovative and Entrepreneurship (I&E). Relevant existing studies paid insufficient attention on the interest orientation management of college students’ I&E from the perspective of I&E education, and few of them viewed the problems of the behavior initiative and psychological availability of college students’ I&E from the perspective of individual student. To fill in these research blanks, this paper aims to analyze the relationship among behavior initiative, psychological availability, and I&E interest orientation of college students. At first, based on the evaluation data of the behavior initiative and psychological availability features of college students’ I&E, tags of their I&E behavior were created, and the behavior preferences of their I&E were predicted based on the machine learning algorithm. Then, the prediction results of I&E interest were tested using the mediating effect method, and it’s found that when behavior initiative and psychological availability features affect college students’ I&E performance, interest orientation plays a mediating role in the process. The experiment verified the effectiveness of the proposed prediction model and gave the analysis results of the mediating effect.

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Preuss, Michael, Eric M. Sosa, Jason C. Rodin, and Christine R. Dorsett. "Students at Hispanic-Serving Institutions (HSI) in Texas and New Mexico: An In-Depth Profile of Their Backgrounds, Commitments, and Perspectives." International Journal of Research in Education and Science 7, no. 2 (February 21, 2021): 287–326. http://dx.doi.org/10.46328/ijres.1984.

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Hispanic-Serving Institutions (HSI) educate nearly two-thirds of the Hispanic/Latinx students who attend college. Yet little is known about the student populations they serve. Findings from two NSF-funded surveys completed with students at 14 HSIs in Texas and New Mexico in 2018 and four HSIs in TX in 2019 are presented. The combined sample was 1,293 students. A description of the backgrounds, commitments, experiences, and preferences of students at HSIs and differences found between responses from Hispanic/Latinx and non-Hispanic students are discussed. Primary topic areas are demographics, first-generation student standing, cultural orientation, primary language and fluency in Spanish, family and work commitments, relationship status, family support, living arrangements, means of financing college, course load, STEM identity, annual income of household of origin and of personal household, locus of control orientation, familism, and experience in college. The result is a thorough and up-to-date profile of the HSI student population in TX and NM. Statistical analysis revealed multiple significant differences between Hispanic/Latinx and non-Hispanic students attending the HSIs and the presence of several significant predictors for forms of activity and patterns of commitment. The findings are immediately applicable to process, program, student support, and instructional planning, implementation, and evaluation for over 120 HSIs in the region and, by extension, to hundreds more across the United States.

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Toney, Rebecca, Jane Knight, Kate Hamill, Anna Taylor, Claire Henderson, Adam Crowther, Sara Meddings, et al. "Development and Evaluation of a Recovery College Fidelity Measure." Canadian Journal of Psychiatry 64, no. 6 (December 30, 2018): 405–14. http://dx.doi.org/10.1177/0706743718815893.

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Objective: Recovery Colleges are widespread, with little empirical research on their key components. This study aimed to characterize key components of Recovery Colleges and to develop and evaluate a developmental checklist and a quantitative fidelity measure. Methods: Key components were identified through a systematized literature review, international expert consultation ( n = 77), and semistructured interviews with Recovery College managers across England ( n = 10). A checklist was developed and refined through semistructured interviews with Recovery College students, trainers, and managers ( n = 44) in 3 sites. A fidelity measure was adapted from the checklist and evaluated with Recovery College managers ( n = 39, 52%), clinicians providing psychoeducational courses ( n = 11), and adult education lecturers ( n = 10). Results: Twelve components were identified, comprising 7 nonmodifiable components (Valuing Equality, Learning, Tailored to the Student, Coproduction of the Recovery College, Social Connectedness, Community Focus, and Commitment to Recovery) and 5 modifiable components (Available to All, Location, Distinctiveness of Course Content, Strengths Based, and Progressive). The checklist has service user student, peer trainer, and manager versions. The fidelity measure meets scaling assumptions and demonstrates adequate internal consistency (0.72), test-retest reliability (0.60), content validity, and discriminant validity. Conclusions: Coproduction and an orientation to adult learning should be the highest priority in developing Recovery Colleges. The creation of the first theory-based empirically evaluated developmental checklist and fidelity measure (both downloadable at researchintorecovery.com/recollect ) for Recovery Colleges will help service users understand what Recovery Colleges offer, will inform decision making by clinicians and commissioners about Recovery Colleges, and will enable formal evaluation of their impact on students.

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Chang, Yunling, Sakina Ali, Ankita Sahu, Sidai Dong, Carly W. Thornhill, Polet Milian, and Linda G. Castillo. "Chinese International Student Sexual Harassment on U.S. College Campuses." Journal of International Students 11, no. 3 (June 15, 2021): 742–48. http://dx.doi.org/10.32674/jis.v11i3.2678.

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The #MeToo movement has brought the issue of sexual harassment to U.S. college campuses. Most scholarly work in this area focuses on White American women with little information on international student experiences. Because sexual harassment is considered hush-hush (shi) and taboo, many Chinese international students may not question harassment behaviors they experience. For many Chinese women attending a U.S. university, their first public discussion may occur during student orientation. Thus, students come to college campuses with varying levels of awareness of sexual harassment. Given the growing number of Chinese international students, the purpose of this article is to provide an overview of their experiences and perceptions of sexual harassment. The article provides recommendations for university personnel working with international students.

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Sekti, Wisnu Anendya, Chr Hari Soetjiningsih, and Adi Setiawan. "Self Concept Training to Improve Future Orientation Among College Student." PSIKODIMENSIA 18, no. 2 (December 26, 2019): 131. http://dx.doi.org/10.24167/psidim.v18i2.2224.

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Tindage, Melissa F., and Scott A. Myers. "The relationship between college student feedback orientation and classroom engagement." Communication Research Reports 37, no. 1-2 (March 14, 2020): 34–43. http://dx.doi.org/10.1080/08824096.2020.1745171.

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Al-Ansari, Eissa M. "THE DYNAMIC INTERPLAY OF STUDENT MOTIVATION AND COGNITION IN THE COLLEGE OF EDUCATION STUDENTS AT KUWAIT UNIVERSITY." Social Behavior and Personality: an international journal 33, no. 4 (January 1, 2005): 341–50. http://dx.doi.org/10.2224/sbp.2005.33.4.341.

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An everlasting controversial issue in is the problem of teaching students to become initiative-motivated, and self-regulating learners. This study focuses on the interactive relationships between students' motivation and cognition in the College of Education students at Kuwait University ‐ more specifically, the relationships between students' motivational orientation and their use of cognitive learning strategies as well as their metacognitive and effort management strategies (cf. Pintrich, 1988; Pintrich, Smith, & Mckeachie, 1989). Some preliminary empirical results from current research on college students' motivation, cognition, and achievement in different College of Education students are also presented.

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Bai, Haiyan, and Wei Pan. "A Multilevel Approach to Assessing the Interaction Effects on College Student Retention." Journal of College Student Retention: Research, Theory & Practice 11, no. 2 (August 2009): 287–301. http://dx.doi.org/10.2190/cs.11.2.g.

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The present study utilizes a multilevel approach to assess the effects of four different types of intervention on college student retention, focusing on the interaction effects between the student characteristics and the types of intervention. The program effects on a 3-year trend are also explored. The findings of the present study reveal that the social integration programs improved the first-year retention rates for female students, the advising programs and the social integration programs worked better in the first year for students from more selective colleges within the university, and the first-year experience programs had a significant lasting effect across the 3 years on retention for elder students and male students. It is also found that the advising programs were significantly more effective on the first-year retention rates than the general orientation programs. This study provides empirical evidence for researchers and administrators in higher education to improve the effectiveness of intervention programs for students with specific characteristics.

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Tobolowsky, Barbara F., Bradley E. Cox, and Vivechkanand S. Chunoo. "Bridging the Cultural Gap: Relationships Between Programmatic Offerings and First-Generation Student Benchmarks." Journal of College Student Retention: Research, Theory & Practice 22, no. 2 (November 23, 2017): 273–97. http://dx.doi.org/10.1177/1521025117742377.

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Inherent challenges affect first-generation students’ persistence from as early as the first college year. Using cultural capital as a guide, this study is unique in that it investigates the contribution of first-year policies and programs to the success of first-generation students in 57 bachelor’s degree–granting institutions across five states (California, Florida, Iowa, Texas, and Pennsylvania). We identified at least three policies that seem to hold promise toward improving the experience and outcomes for first-year first-generation college students. These policies were (a) residential life or campus support staff who are available and knowledgeable, (b) faculty who attend faculty orientation that includes information about first-year student experiences, and (c) faculty who attend first-year student orientation or attend first-year conferences or workshops. However, policies we might naturally expect to have been useful (e.g., information dissemination to parents, early alert intervention initiatives) showed no statistical significance. The article concludes with implications and recommendations.

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Andrade, Luis M. "The Validation Function of a Sustained Orientation and Transfer Program: A Longitudinal Qualitative Study." Journal of Hispanic Higher Education 18, no. 1 (May 16, 2017): 16–40. http://dx.doi.org/10.1177/1538192717709584.

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This study longitudinally examined the experiences of four different student cohorts who participated in Adelante, a sustained orientation/transfer program designed to assist students in the transfer process from the community college to a baccalaureate-degree granting university. The researcher found that students positively perceived the services, structure, social networking environment, and early exposure to careers. The study provides evidence for the validation function of sustained orientation programs and suggestions for similar programs to help Latina/o students succeed.

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Cook, Ruth Gannon. "They’re Here, Now How Do You Keep Them?" International Journal of Technology and Educational Marketing 1, no. 2 (July 2011): 25–41. http://dx.doi.org/10.4018/ijtem.2011070102.

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This is a case study of a class of first year traditional college-age students enrolled in a class that assessed measures to orient new students and enlist them in becoming committed to completing their degrees. The motivation of the university that designed the course was two-fold: to help students develop good time management and study skills; and to nurture student loyalty to retain them through graduation at this university. The study followed a small class of 18-20 year old first year students through their first semester at a mid-sized western public university. The results of the study indicated that while many factors affect students’ attitudes and retention throughout their college years, simple measures of enlistment and peer-mentoring fared best to positively influence student attitudes and responses in the college-orientation class; and, peer involvement offered the most promise of future brand commitment to student retention at the university.

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Montgomery, R. L., F. M. Haemmerlie, and D. M. Ray. "Psychological Correlates of Optimism in College Students." Psychological Reports 92, no. 2 (April 2003): 545–47. http://dx.doi.org/10.2466/pr0.2003.92.2.545.

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This study assessed optimism held by 300 college students at a mid-western university using Scheier and Carver's Life Orientation Test. Optimism ratings were compared to measures of psychological functioning. Analysis showed that optimism was significantly associated with all of the adjustment measures (social, academic, personal, and goal commitment) assessed with Baker and Siryk's Student Adaptation to College Questionnaire, higher self-esteem measured with Rosenberg's Self-esteem scale, and with lower ratings of loneliness as assessed with the Revised UCLA Loneliness Scale.

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Hands, Africa S. "Tapping into the assets of first-generation students during times of transition." Information and Learning Sciences 121, no. 7/8 (June 10, 2020): 611–18. http://dx.doi.org/10.1108/ils-04-2020-0065.

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Purpose This paper aims to present research on the assets of first-generation college students and offer asset-based practices that can be implemented to support students during emergency transitions. Design/methodology/approach This paper reviews the literature related to first-generation college students and cultural wealth and then details practices for implementation by librarians working to enhance the transition to online learning for this student group. Findings The author identified in the literature six assets of first-generation college students: reflexivity, optimism, academic resilience, goal-orientation, civic-mindedness and proactivity. These assets coupled with Yosso’s concept of community cultural wealth provide a frame of reference for examining and implementing services and programs to enhance the educational experience of first-generation college students during emergency transitions. Originality/value Whereas existing literature on first-generation college students assumes a deficit lens, this paper puts forth the cultural assets of this population that may be leveraged by librarians. Student assets are positioned alongside forms of capital that also may be utilized to guide the work of librarians.

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Tyler, Kimberly A., and Colleen M. Ray. "The Relationship Between College Student Characteristics and Reporting Sexual Assault Experiences on Two Different Scales." Violence and Victims 37, no. 4 (July 27, 2022): 532–46. http://dx.doi.org/10.1891/vv-2021-0013.

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Though high rates of sexual assault are found on college campuses, prevalence rates between studies can vary considerable by gender, sexual orientation, and other student characteristics. Thus, it is unknown whether these are “true” differences for such characteristics or if there are methodological differences to consider. As such the current study examined whether student characteristics including gender, race, sexual orientation, sexual attraction, Greek affiliation, and relationship status are uniquely associated with reporting on two different sexual assault scales. Data were gathered from 783 college students in 2019–2020 at a large Midwestern university. Results revealed that the two different scales consistently provided different prevalence rates of sexual assault. Moreover, for each type of sexual assault (e.g., coercion, incapacitation, and physical force), there were also significant differences with students consistently reporting higher prevalence rates on one scale over the other. Finally, significant differences were found in prevalence rates across gender, sexual attraction, and Greek affiliated status.

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Nair, Sujiv, Sushmitha Sundar, and Ganesh Mangadu Paramasivam. "Role of entrepreneurial education in nurturing entrepreneurial orientation among engineering students." Asia Pacific Journal of Innovation and Entrepreneurship 14, no. 2 (August 12, 2020): 139–49. http://dx.doi.org/10.1108/apjie-05-2019-0031.

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Purpose The purpose of this paper is to understand whether entrepreneurial education imbibes entrepreneurial orientation (EO) among engineering students. The authors wanted to test whether students’ performance in the Technology Entrepreneurship Programme (TEP) influences the propensity of entrepreneurial firms to hire them. Design/methodology/approach Data was collected from 1,296 students who were enrolled with the two-year TEP during the academic year 2016–2018 using structured questionnaires. Multinomial and Ordinary Least Squares regressions were used to examine the hypotheses. Findings The findings of this study suggest that superior student performance in the programme is positively correlated with the students being hired by entrepreneurial firms. Practical implications This study identifies aspects of EO that relates with employability. The positive relationship found between student performance in the programme and chances of getting hired insists on the need to inculcate entrepreneurial values among students at the college level. The findings will also provide valuable insights for graduate entrepreneurs, policymakers, corporates and educators on multiple dimensions for customizing EO among students during their study at college level. Originality/value The authors used a live intervention titled TEP as empirical context to explore how training in entrepreneurial, design and management concepts influences EO. The authors also tracked the success of the programme through actual job offers made to the participants of the programme.

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Zhou, Yu, Bruce W. Smith, and Joseph G. Spinelli. "Impacts of Increased Student Career Orientation on American College Geography Programmes." Journal of Geography in Higher Education 23, no. 2 (July 1999): 157–65. http://dx.doi.org/10.1080/03098269985434.

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Galloway, Shayne P. "Assessment in Wilderness Orientation Programs: Efforts to Improve College Student Retention." Journal of Experiential Education 23, no. 2 (September 2000): 75–84. http://dx.doi.org/10.1177/105382590002300205.

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Vlamis, Ekaterini, Brent J. Bell, and Michael Gass. "Effects of a College Adventure Orientation Program on Student Development Behaviors." Journal of Experiential Education 34, no. 2 (September 2011): 127–48. http://dx.doi.org/10.1177/105382591103400203.

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Vlamis, Ekaterini, Brent J. Bell, and Michael Gass. "Effects of a College Adventure Orientation Program on Student Development Behaviors." Journal of Experiential Education 34, no. 2 (January 1, 2011): 127–48. http://dx.doi.org/10.5193/jee34.2.127.

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Bankhead, Meghan, Youn-Jeng Choi, Yogendra Patil, and Stephen J. Thoma. "Individual and School Correlates of DIT-2 Scores Using a Multilevel Modeling and Data Mining Analysis." Applied Sciences 12, no. 9 (April 30, 2022): 4573. http://dx.doi.org/10.3390/app12094573.

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Moral reasoning was investigated with respect to individual characteristics (i.e., education level, political orientation and sex) and school-related (i.e., university/college) factors using multilevel modeling and data mining analysis. We used the multilevel modeling to detect school effects on moral reasoning as well as individual effects for 16,334 students representing 79 different higher education institutions across the U.S. The school-related factors, such as the racial composition, student–faculty ratio, average SAT score, institution type, institutions’ geographical region, frequencies of morally relevant words in college course catalog, college mission and value statements were collected through website searches. Data mining analysis was utilized to extract and calculate the frequencies of morally relevant words from the website content. There were significant effects for the individual characteristic of political orientation. Additionally, all school-related factors were significant. Only main effects were observed for some school-related factors (i.e., average SAT score, institution type, frequency of morally relevant words in mission statements, value statements and course catalogs). For other school-related factors (i.e., the region, student–faculty ratio and racial composition), main effects were also observed; however, these effects were particularly illuminating given their interactions with political orientation. Implications for educational communities are discussed.

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Wilson, Oliver W. A., Danielle R. Brittain, and Melissa Bopp. "College Student Aerobic and Muscle-Strengthening Activity: The Intersection of Gender and Sexual Orientation Among United States Students." Annals of LGBTQ Public and Population Health 2, no. 1 (March 1, 2021): 72–86. http://dx.doi.org/10.1891/lgbtq-2020-0015.

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The purpose of the study was to examine differences in aerobic and muscle-strengthening activity participation based on the intersection of gender and sexual orientation among cisgender college students. Data from the American College Health Association National College Health Assessment collected between Fall 2015 and Fall 2018 were analyzed. Differences from the population average for meeting aerobic and muscle-strengthening activity (separately) recommendations were computed for each gender and sexual orientation intersection. The likelihood of meeting aerobic and muscle-strengthening activity (separately) recommendations were calculated using a series of logistic regression analyses to determine odds ratios controlling for age, year of enrollment, race/ethnicity, and health status. Overall, more men and those identifying as straight met activity (aerobic and muscle-strengthening) recommendations. Asexual and straight women were less likely to meet activity recommendations compared to men, and bisexual and questioning women were less likely to meet muscle-strengthening recommendations compared to men. Bisexual, pansexual, and questioning individuals were less likely to meet activity recommendations compared to straight individuals among both genders, as were queer and gay men and women who identified as pansexual or another identity. Men who identified as pansexual or another identity, as well as lesbian and queer women were less likely to meet muscle-strengthening recommendations compared to straight individuals. In summary, findings demonstrate that aerobic and muscle-strengthening activity participation disparities are evident based on the intersection of gender and sexual orientation. The intersection of socio-demographic characteristics should be considered by researchers and physical activity promoters in order to better understand and address disparities.

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Chang, Ting-Han. "Examining U.S. Higher Education’s Function in Fostering Social Justice Leadership Development among College Student Leaders of Color." Education Sciences 13, no. 8 (August 10, 2023): 820. http://dx.doi.org/10.3390/educsci13080820.

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This study examines the function of U.S. higher education in fostering social justice leadership development among college student leaders of color. Specifically, this study investigates various on-campus educational opportunities at postsecondary institutions that college student leaders of color identify as being meaningful for their social justice leadership development. Social justice leadership development refers to an individual’s growth in increasing motivation to lead, building leadership skills, and performing leadership with an orientation toward advancing justice. Using the Social Action, Leadership, and Transformation model framework (SALT) and a critical qualitative methodology, this study centers on the knowledge and experiences of 16 college student leaders of color at seven postsecondary institutions across New York City, Chicago, and Los Angeles. The findings suggest that (1) leadership education designed for students of color, (2) culturally relevant academic majors and classes, (3) designated institutional offices and programs serving diverse students, and (4) identity-based or political student organizations play a crucial role in fostering student participants’ social justice leadership development. The study results inform a need for broadening institutional curricular and extra-curricular leadership educational opportunities across various spaces on campus to foster meaningful leadership development for students of color especially.

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Magallanes, Celo I. "Engagement and Work Readiness of College Students." Technium Social Sciences Journal 35 (September 9, 2022): 111–25. http://dx.doi.org/10.47577/tssj.v35i1.7163.

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Students should actively engage in school, acquire work readiness skills or soft skills needed for employment, and be amply ready for jobs. This descriptive, comparative, correlational, and predictive study aimed to assess the relationships between student engagement and work readiness skills of 565 college students at a private university in the Philippines. The demographic variables include sex, work experience, and college enrolled in. This study used the Student Engagement in School Inventory and the Real-World Work Readiness Scale. As a whole and by college unit, sex, and paid work experience, university students were highly engaged in cognitive, affective, and behavioral dimensions. Unlike some university students, COED students were more engaged. Sex differences and paid work experience did not affect students' engagements. Soft skills, namely, motivation, maturity, personal development, organizational awareness, technical focus, interpersonal orientation, positive work attitudes, problem solving, adaptability, and resilience made them work-ready. In most areas, students' soft skills were similar. CIT students appeared less adaptable than other students, while CCJE students were more technically focused. Males are better problem-solvers, but females are more motivated and have higher organizational awareness. Those students with paid work experience had higher technical focus and were better problem-solvers because their work experience has enhanced these specific skills necessary in the workplace. Lastly, there is a strong link between engagement and work readiness, which supports the idea that student engagement enhances work readiness.

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Ann Miller, Venetia, and Felix A. Okojie. "The Impact Of College Students’ Perceptions Of Campus Customer Service Quality Levels On Student Motivation And Persistence." International Journal of Arts, Humanities & Social Science 03, no. 11 (November 17, 2022): 1–19. http://dx.doi.org/10.56734/ijahss.v3n11a1.

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The purpose of this study was to gain an in-depth understanding of college students’ perceptions of campus customer service quality levels and to ascertain whether college students’ motivation and persistence were impacted by their perceptions of campus customer service quality levels. Motivation was defined as self-reported feelings of enthusiasm, drive, ambition, and enjoyment during and after campus customer service experiences. Persistence was defined as students’ willingness to remain at the institution until graduation. The conceptual framework for this study was The Gap Model of Service Quality detailing five major satisfaction gaps: Knowledge Gap, Policy Gap, Delivery Gap, Communication Gap, and Customer Gap. The population of this study were college students from two selected institutions of higher learning. Using a qualitative design, the results from the study showed that perceptions regarding the quality of customer service negatively affected student motivation levels but did not impact their persistence to graduation. Although students were not satisfied with the quality of customer service on campus, they chose to “tough it out” rather than risk losing credits by transferring to another institution. The study recommended the implementation of mandatory quality improvement measures such as quarterly customer service training for employees as well as increased attention to orientating students to the policies, procedures and protocols of their campus during new student orientation sessions.

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Davidovitch, Nitza, and Josepha Danziger. "Students of physical therapy. A comparative study of student profiles at a college and university in Israel." Scientific World JOURNAL 6 (2006): 529–37. http://dx.doi.org/10.1100/tsw.2006.104.

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This study focuses on the attributes of students of physical therapy in order to compare the profiles of students of physical therapy (PT) in two institutions of higher learning in Israel: Ben Gurion University (BGU) and the Academic College of Judea and Samaria (ACJS). This study focuses on a department where studies have an occupational/applicative/practical orientation and high status in the higher education system. Findings of this study indicate broad similarities in the profiles of students at both institutions in relation to their age, family status, country of origin, number of siblings, parental education, and financial status of student family of origin. On the other hand, students at both institutions differed in terms of gender composition, students' employment status, the source of payment for tuition, and in their academic attainments prior to admission. Specifically, students of physical therapy at ACJS had lower academic achievements prior to their admission and reported having been rejected by other physical therapy programs. Students at ACJS placed higher importance on factors relating to the quality of instruction including teacher involvement, competitiveness, organization, control, and orientation to the study material. Students at BGU attributed greater importance to teachers' support. Findings support a thesis of a converging system of higher education in Israel, traditionally dominated by national universities and regional colleges, a relatively recent phenomenon.

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Journal articles on the topic 'College student orientation'

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