Dissertations / Theses on the topic 'Student'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Student.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Anderson, Stefanie. "The impact of student employment on student involvement /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.
Full textCannon, John William. "The rise of democratic student movements in Thailand and Burma." Thesis, [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13465442.
Full textMarple, W. Dean Mungo Savario J. "Perspectives on student teaching a comparative ethnographic study of traditional and nontraditional student teachers /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014752.
Full textTitle from title page screen, viewed October 25, 2005. Dissertation Committee: Savario J. Mungo (chair), John H. Crotts, John T. Goeldi, Raymond L. Schmitt. Includes bibliographical references (leaves 206-214) and abstract. Also available in print.
Thiuri, Phillippa. "International Student Satisfaction with Student Services at the Rochester Institute of Technology." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2369.
Full textWhile there is a significant body of literature concerned with the experience of international student acclimatization to life and study on campuses all over the United States, very little of this research examines their self-reported satisfaction with student services. This study examines what services are important to international students and what is their experience? This is a study of international students at the Rochester Institute of Technology in Western New York and their satisfaction with programs and activities provided to welcome, serve, retain and involve international students in mutual intercultural learning with Americans. The study results reveal that services related to academics provide the most satisfaction and meet the expectations of the international students surveyed. The study further revealed that the services registering the lowest satisfaction were: (1) Student Financial Services; (2) Housing Operations; (3) Co-operative Education Placement; (4) Dining Services; and (5) Transportation Services. The findings also reveal that female international students reported the highest satisfaction and the lowest dissatisfaction
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
De, Vos Catharina Elizabeth. "Die begaafde student en die gemiddelde student : 'n vergelykende psigologiese ondersoek / Catharina Elizabeth de Vos." Thesis, Potchefstroom University for Christian Higher Education, 1988. http://hdl.handle.net/10394/9592.
Full textThesis (MA)--PU vir CHO, 1988
Foreman, Robin A. "Coping Strategies of Prelicensure Registered Nursing Students Experiencing Student-to-Student Incivility." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3182.
Full textPrompalit, Rux. "Student personal finance and government student loans : a case study of Thailand /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095272.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 185-194). Also available for download via the World Wide Web; free to University of Oregon users.
Malik, Alana Jayne. "Institutional Resource Allocation, Student Engagement, and Student Satisfaction at Ontario Universities." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288452556.
Full textEsterhuizen, Amy H. "Community college student government experience and student development : a qualitative study." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Summer2007/a_esterhuizen_061907.pdf.
Full textBlume, Anita Marie. "The conceptual development of counselor-trainees /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7815.
Full textMeredith, Sandra K. "Accessing Disabled Student Services| Students' perspectives." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527731.
Full textThe purpose of the study was to explore the perceptions of university students with disabilities and the factors that contribute to or deter them from accessing Disabled Student Services. The sample was based on availability and convenience and consisted of 36 students. A self-administered survey was used.
The results indicated that students tended to seek services to access accommodations and to learn more about services that can help them succeed. They tended to delay seeking services in order to have a fresh start in college and due to their fear of stigma. Individuals with mental health disabilities were less likely than other students to report self-determination and support and more likely to experience stigma.
Social workers can play a vital role in assisting students with disabilities in identifying their specific barriers and in assisting them to access programs and services in a postsecondary education setting.
Tolley, Rebecca L., Wendy C. Doucette, and Joanna Anderson. "Student-Centered, Student-Designed: Creating a Targeted Orientation Program for International Graduate Students." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5353.
Full textEdwards, Nicole C. "School facilities and student achievement student perspectives on the connection between the urban learning environment and student motivation and performance /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164663224.
Full textCha, Kyung-Wook. "Education loans : an analysis of demand by source /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036811.
Full textWang, Yingqi. "Student Satisfaction Perceived Employability Skills, and Student Engagement: Structural Equation Modeling Analyses." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99290.
Full textDoctor of Philosophy
It is widely accepted that attracting STEM talents to the U.S. is a key element to maintain the United States' economic supremacy and competitive advantage in a global economy. Asian international students play a significant role to maintain a steady supply of STEM talent pipelines in the U.S. job market. The purpose of this study is to understand the relationships of student engagement with senior student satisfaction and perceived employability skills from STEM fields in the U.S. This study This study was also to identify the relationships of student engagement, student satisfaction, and perceived employability skills across senior Asian international students and their American peers in STEM programs. The results found that both sense of support and relationships with others of emotional engagement were the most important factors to predict college student satisfaction and perceived employability skills. Cognitive engagement had a significant positive influence on student perceived employability skills across all college students, Asian international students, and American students in STEM education. Moreover, this study identified the mediator role of student perceived employability skills on the relationship between student engagement and student satisfaction. Additionally, Asian international students differed from American students regarding academic involvement, participating in extracurricular activities, and sense of support in STEM education. Last but not least, this study supported that the three-dimension student engagement model could apply to U.S. college students. Practical and theoretical implications were discussed and limitations acknowledged.
Hedges, Pamela Mary. "Antecedents and outcomes of international student adjustment." University of Western Australia. Graduate School of Management, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0027.
Full textChang, Sheue Mei. "Counseling Service Needs of Chinese College Students: Student, Faculty, and Student Affairs Staff Perceptions." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330642/.
Full textSmith, Elizabeth J. "A study to identify third grade students' perceptions of student-to-student bullying experiences." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002smithe.pdf.
Full textGruman, Diana H. "Individual growth curve analysis of the effects of student mobility on measures of elementary school adjustment /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7715.
Full textMay, Walter P. "Student governance a qualitative study of leadership in a student government association /." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-03242009-212828/.
Full textTitle from file title page. Philo A. Hutcheson, committee chair; Carlos McCray, Jennifer Esposito, Roger R. Lee, committee members. Description based on contents viewed Oct. 19, 2009. Includes bibliographical references (p. 409-429).
Stevens, Scott K. "Bullying the student perspective /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1155927409.
Full textThomsen, Judith. "Student Housing – Student Homes? : Aspects of Student Housing Satisfaction." Doctoral thesis, Norwegian University of Science and Technology, Department of Architectural Design and Management, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-2279.
Full textThe main objective of this thesis has been to examine socio-cultural and architectural aspects that influence student housing satisfaction.
The study applies case study methodology with focus on three selected student housing projects in Norway and a survey conducted among the student population in Trondheim. Students in the three case-study buildings were interviewed on how they perceive their specific housing situation. The survey reviewed housing preference and satisfaction on a general level, and tested also differences in satisfaction between institutionally provided accommodation and other types of student housing.
Three articles (Part II) constitute the empirical section of the thesis, while part I presents the theoretical background and describes the methodology applied. Moreover, findings from all three articles are summarised, discussed and compared here. From these findings, conclusions and implications for future research are drawn.
The findings show that important general indicators for student housing satisfaction were the location and the type of tenancy. Further that the possibility for identity building through personalisation and sufficient privacy and social life also played a vital role together with the perceived degree of an institutional character.
Architectural aspects that the students found important for housing satisfaction and for a home experience were the buildings exterior and the use of materials and colours, in addition to the spatial organisation of circulation areas and entrances. The usability of common facilities and private rooms, and their interconnection were also regarded as important in this context.
Boggs, Elizabeth. "THE RELATIONSHIP BETWEEN ACADEMIC AND STUDENT AFFAIRS COLLABORATION AND STUDENT SUCCESS IN RESEARCH UNIVERSITIES." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3829.
Full textEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
Coscia, Nancy Beth DeBord. "Student Organization Involvement and Leadership Development| Traditional-Aged Undergraduate Students Participating in Academic Student Organizations." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930273.
Full textThe purpose of this study was to investigate the influence of student organization membership on the development of leadership practices among traditional-aged undergraduate students. Specifically, the influence academic-related student organizations have on the leadership development of its student officers and members. This quantitative study explored the transformational leadership behavior of student officers and members of academic-related student organizations at a large research I public university in the mid-west. The student version of the Leadership Practices Inventory (LPI) was utilized to provide self-reported assessments of the leadership practices of the student organization officers, student organization members, and of students not involved in student organizations.
Analysis was completed to determine the level of practice of the five leadership practices identified by the Student Leadership Practices Inventory and to compare these levels of practice between students involved in academic-related student organizations and students who were not involved in a student organization. The study documented a significant difference for all five leadership practices between students who served as academic student organization officers and students who were not involved in a student organization. The results for the comparison between students who were members of an academic student organization and students who were not involved in a student organization found no significant difference for all five leadership practices identified by the Student Leadership Practices Inventory.
Analysis was also completed to determine any differences in leadership practice based upon sex. The majority of these comparisons showed no significant difference. However, there was a significant difference between student organization officers and students not involved in a student organization. Female student organization officers self-reported higher scores in the practices of Inspire a Vision, Challenge the Process, and Enable Others to Act. Male student organization officers self-reported higher scores in the practices of Model the Way, Inspire a Vision, and Challenge the Process. There were no significant differences within study groups.
Brown-Wujick, Christina A. "Student Employment during Senior Year of Undergraduate Study." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7605.
Full textKay, Joan-Marie. "Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school." The University of Waikato, 2008. http://hdl.handle.net/10289/2800.
Full textDiersen, Brett A. "Student-athlete or athlete-student." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005diersenb.pdf.
Full textTravis, Joellyn Marie. "Student Choice and Student Engagement." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10633941.
Full textThe focus of this study was school transformation to accommodate “new literacies, skills, and dispositions that students need to flourish in a networked world” (Richardson, 2016, p. ix). Many schools operate within a traditional model developed during the Industrial Revolution to fit the need for efficiency and compliance (Robinson & Aronica, 2015). However, according to Robinson and Aronica (2015), “These systems are inherently unsuited to the wholly different circumstances of the twenty-first century” (p. xxiii). The purpose of this study was to determine if student choice of where to sit or type of seating positively impact student engagement. Observations were conducted in classrooms to identify whether students had a choice in where they sat; the types of seating available; and whether each student was engaged, compliant, or off-task as defined by a scoring guide. It was determined there is a positive significant difference in the engagement level of students who have a choice in where they sit as compared to students who are assigned to seats. It was also determined there is a positive significant difference in the engagement level of students who were offered flexible seating options compared to students who were seated in traditional desks or at tables with chairs. There are many opportunities to learn from this study and to change educational practices based on the theoretical framework about student engagement and the decline in student engagement according to Gallup polls (Gallup, 2016). The findings of this study bring additional awareness to student engagement and what factors impact learning in the classroom.
Jorns, Whitney. "Learning to work the student senate as a workplace /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3065.
Full textVita: p. 105. Thesis director: Amy L. Best. Submitted in partial fulfillment of the requirements for the degree of Master of Arts in Sociology. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 101-104). Also issued in print.
Li, Pui-sang. "Development of the student union of a secondary school in Hong Kong : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14036459.
Full textHacieminoglu, Esme. "Student And School Characteristics Related To Elementary Students." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12612015/index.pdf.
Full textviews of the Nature of Science (NOS) and to investigate student and school level factors that help to explain the difference in NOS views. The sample included 3,062 elementary students elementary schools located in Ç
ankaya. Different from these students, 782 elementary students were the sample for the first focus of this study. The Nature of Science Instrument, Learning Approach Questionnaire and Achievement Motivation Questionnaire were administered to the students. Hierarchical Linear Modeling (HLM) was selected as a modeling technique because of the nested structure of the data sets. This study provides an instrument for measuring elementary student views of the NOS regarding four dimensions. In this study, students had different views regarding each dimensions, therefore, many variables have been shown to relate to different dimensions of NOS. This study has established the importance of student socio-economic background with varying learning approaches, self-efficacy, and motivational goals in forming their NOS views. Findings revealed that quality of the physical infrastructure of schools and quality of educational resources in school, parent educational levels, student achievement, self efficacy, experience with meaningful learning, and learning goal orientation are positively related to student NOS views in many different dimensions. Additionally, performance goal orientation and rote learning approaches have negative relationship with different dimensions of student NOS views.
Hemmingsson, Helena. "Student-environment fit for students with physical disabilities /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-276-0.
Full textHashim, Che Noraini. "Economic literacy among Malaysian students and student teachers." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503361.
Full textPrendergast, Carrie Ann. "Nontraditional online students perceptions on student success conditions." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599141.
Full textThis dissertation examines nontraditional online students’ perceptions of Tinto’s four student success conditions: expectations, support, assessment, and engagement. Expectations include those of the student, the faculty and the institution. Support includes academic, social, and financial support. Providing early and meaningful assessment and feedback to students is crucial during their educational career. The fourth success condition in Tinto’s model includes the involvement or engagement of students with their peers (and faculty) in both an academic and social contexts. Nontraditional student perceptions of each of these institutional conditions of success was uncovered through demographic survey, interviews, syllabi and website artifacts.This qualitative study provided a rich, detailed description of the lived experience of the nontraditional online student to add to the paucity of research on this understudied population. The three main themes emerged from the data: (a) nontraditional students identified in an asynchronous environment did not find the success conditions to be consistently present and reported that they would have benefitted from them if they had existed both academically and socially; (b) nontraditional students identified key elements for success, which included flexibility in their schedule and the opportunity to receive a degree from a reputable institution that would lead to career enhancement; (c) students reported developing a strong, positive academic relationship with their advisor. The advisor served as a substitute for faculty-student relationships and was the primary role for providing academic, social and financial support.
Venville, Grady J. "Secondary students' understanding of the gene concept : an analysis of conceptual change from multiple perspectives." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1760.
Full textLi, Mei. "Cross-border higher education of mainland Chinese students : Hong Kong and Macao in a globalizing market." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35762561.
Full textPurdie, John R. "Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.
Barnes, Naomi Joy. "Facebook Status Updates about the First Year at University: How Student Experience Informs a Learner Centred Transition Curriculum." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365933.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Practice
Arts, Education and Law
Full Text
Johnson-Freer, Leah D. "Wisconsin school counselors' perceptions of student self-injury." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007johnson-freerl.pdf.
Full textCarpenter, James D. "Co-curricular involvement of West Virginia four-year state college students and the statistical relationship with post-graduate community and professional involvement, leadership, salary, and job satisfaction." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2270.
Full textTitle from document title page. Document formatted into pages; contains vii, 121 p. Vita. Includes abstract. Includes bibliographical references (p. 96-106).
Orefice, Brian Mark. "Student perceptions of the impact of their merit-based financial aid on their college experiences." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187024773.
Full textFriel, Niamh. "Student projects : investigating the psychological factors of students and supervisors that impact on student success and development." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5853/.
Full textAkos, Hosea Dodo. "Perceptions of Student Affairs Services by Students and Student Affairs Personnel at Andrews University, Berrien Springs, Michigan." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278433/.
Full textGauna, Reyes. "The Peer Leaders Uniting Students (PLUS) Program| The Impact on School Climate, Student Engagement, and Student Mentoring." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10604062.
Full textEducators are always evaluating how students connect to their school, trying to identify strategies and intervention programs that will help students be success and linked to their school. A school’s culture and student engagement opportunities provide areas that can be impacted, especially when mentoring is added to the model being implemented. Educators go into the profession with the goal of having an impact on the lives of students. Key to the success of making an impact is the importance of connecting with students, providing student engagement opportunities, and maximizing mentoring with younger peers.
Peer Leaders Uniting Students program is helping districts address day-to-day issues in a collaborative manner using data. This study evaluated the impact the PLUS Program had from the perception and knowledge of adults (teachers, counselors, administrators, and support staff), assessing school climate, student engagement, and student monitoring. The researcher used quantitative and qualitative measurement instruments. A survey was provided to teachers, counselors, administrators, support staff, and PLUS advisors. The survey was followed by interviews that had questions created using data from the adult participants’ survey responses.
This grounded theory approach guided the researcher to conclude that even though the PLUS Program is proving to be effective for students, adults need additional training to use the program data. The researcher created a professional development session to meet this need.
Lee, Kit-lai Jemima. "Social class and career aspirations : a study of F.5 students in two schools in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778518.
Full textWatson, Shannon Timm. "Student Employment in Student Affairs Units: Characteristics of Educationally Purposeful Environments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1053.
Full textMuckert, Tammy Deanne, and T. Muckert@mailbox gu edu au. "Investigating the Student Attrition Process and the Contribution of Peer-Mentoring Interventions in an Australian First Year University Program." Griffith University. School of Applied Psychology, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030226.171200.
Full textZhu, Yining. "ThePotential Influence that U.S. Institutions Have on International Students’ Values and Perspectives and Individual Future Planning:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108966.
Full textThe number of international students has risen in the United States for the past twenty years. In order to better understand the role of this population in the U.S. higher education system, many studies have explored the cultural integration of international students, seeking to establish a comprehensive understanding of this commonly identified issue. However, integration difficulties remain integral to many international students’ college life in the U.S. and impact both their in-college experience as well as their post-graduation transitions. Previous studies of international students’ experience in the U.S. context have rarely focused on the endpoint of international students' learning process at college, which encompasses the graduation and post-graduation period. The significant and probably influential outcomes of the long journey international students went through in American Higher Education Institutions have been largely neglected, especially for the international population who attended mission-driven institutions whose educational purpose and focus are individual formation. Therefore, this study used college student development theories and a specific college influential model to understand the potential influence that a mission based American institution has exerted upon international students' perspectives and values and individual future planning. The study surveyed 27 international students and interviewed 11 international students at Boston College with the aim of gaining a solid understanding of the graduating international students’ college experience in an effort to validate and interpret their development during college life. The study result indicates that most participants have developed a better understanding of themselves. This consolidated self-perception has become a basis in forming their future plans and facilitating their decision-making after graduation. However, the relationship between institutional influence and individual changes are difficult to determine due to lack of persuasive evidence
Thesis (MA) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Long, Shawna. "Influence of work study, loans, need-based gift aid, merit-based gift aid, and satisfaction with financial aid on freshmen-to-sophomore year retention examined in the context of background characteristics and college experiences : a path analysis approach /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924901.
Full textMuckert, Tammy. "Investigating the Student Attrition Process and the Contribution of Peer-Mentoring Interventions in an Australian First Year University Program." Thesis, Griffith University, 2002. http://hdl.handle.net/10072/367846.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Full Text