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The relationship of peer leadership employment to academic outcomes in Texas institutions of higher education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The relationship of peer leadership employment to academic outcomes in Texas institutions of higher education./
作者:	Buggs, Michelle L.
面頁冊數:	1 online resource (122 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9781339534008

The relationship of peer leadership employment to academic outcomes in Texas institutions of higher education.
Buggs, Michelle L.

The relationship of peer leadership employment to academic outcomes in Texas institutions of higher education. - 1 online resource (122 pages)

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ed.D.)--University of North Texas, 2015.

Includes bibliographical references

The purpose of this quantitative study was to examine the relationship of participation and involvement in an undergraduate student success program to academic success and persistence among students in three programs sponsored by the Texas Higher Education Coordinating Board (THECB): the G-Force Collegiate Work-Study Mentorship Program, the Advancement Via Individual Determination (AVID) for Higher Education (AHE) program, and the THECB work-study program. The sample was identified using data from the THECB during the 2009-2013 academic years. Compared to THECB work-study students, significantly more AHE and G-Force students persisted toward graduation while engaged in the program (p < .001). ANOVA indicated that AHE students had a higher average GPA compared to G-Force and THECB work-study students, controlled for gender, race/ethnicity, pre-program GPA, and length of time in the position. Regression analyses found no statistically significant relationship between program associations and persistence towards graduation or GPA. Results suggest that although participation in a peer leadership programs such as AHE and G-Force encourage greater academic achievement and persistence, there is no direct relation to the achievement of these outcome variables. Implications of the study suggest the need for a deeper analysis into elements of peer leadership programs that contribute to student success, an expanded analysis of outcomes across a wider range of demographic variables, and an exploration of peer leadership programs across campuses for comparison of persistence and GPA outcomes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339534008Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

The relationship of peer leadership employment to academic outcomes in Texas institutions of higher education.
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245 1 4 $a The relationship of peer leadership employment to academic outcomes in Texas institutions of higher education.
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500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: V. Barbara Bush.
502 $a Thesis (Ed.D.)--University of North Texas, 2015.
504 $a Includes bibliographical references
520 $a The purpose of this quantitative study was to examine the relationship of participation and involvement in an undergraduate student success program to academic success and persistence among students in three programs sponsored by the Texas Higher Education Coordinating Board (THECB): the G-Force Collegiate Work-Study Mentorship Program, the Advancement Via Individual Determination (AVID) for Higher Education (AHE) program, and the THECB work-study program. The sample was identified using data from the THECB during the 2009-2013 academic years. Compared to THECB work-study students, significantly more AHE and G-Force students persisted toward graduation while engaged in the program (p < .001). ANOVA indicated that AHE students had a higher average GPA compared to G-Force and THECB work-study students, controlled for gender, race/ethnicity, pre-program GPA, and length of time in the position. Regression analyses found no statistically significant relationship between program associations and persistence towards graduation or GPA. Results suggest that although participation in a peer leadership programs such as AHE and G-Force encourage greater academic achievement and persistence, there is no direct relation to the achievement of these outcome variables. Implications of the study suggest the need for a deeper analysis into elements of peer leadership programs that contribute to student success, an expanded analysis of outcomes across a wider range of demographic variables, and an exploration of peer leadership programs across campuses for comparison of persistence and GPA outcomes.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Higher education administration. $3 1148709
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710 2 $a University of North Texas. $b Education. $3 1184829
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