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Thriving as a Community College Student : = A Repeated Cross Sectional Study on Student Involvement, Academic Performance, and Persistence.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Thriving as a Community College Student :/
其他題名:	A Repeated Cross Sectional Study on Student Involvement, Academic Performance, and Persistence.
作者:	Briggs, Catherine.
面頁冊數:	1 online resource (135 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9781339318660

Thriving as a Community College Student : = A Repeated Cross Sectional Study on Student Involvement, Academic Performance, and Persistence.
Briggs, Catherine.

Thriving as a Community College Student :A Repeated Cross Sectional Study on Student Involvement, Academic Performance, and Persistence. - 1 online resource (135 pages)

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2016.

Includes bibliographical references

The first year community college journey is filled with peaks and valleys. This study explores the student perceptions of thriving in the first semester of the first year in college. Utilizing the Thriving Quotient instrument, this study seeks to better understand the relationship between thriving, academic performance and persistence in the first year of community college. The study included an analysis of data collected from students engaged in established college programs as well as a randomly selected cohort. Using a repeated cross sectional methodology, the study includes two years of data collection. Surveyed subgroups include Student Athletes, First Year Experience Cohort, State Sponsored Scholars, Military, and Veteran students. In 2013, the study included 154 respondents (26%) and the 2014 study included 125 respondents (12%). The analysis included descriptive statistics, t-tests, chi square test and discriminate function analysis to understand the population, determine statistical significance, and practical value of findings and potential predictability of results. A statistically significant difference was evident in the self-perceptions of thriving between the engaged student respondents and the randomly selected students. Student recommendations of programs that could better serve first year students at the community college are also included in the study outcomes. While the small sample size did not indicate any levels of predictability within the respondents, future research at the community college level with the Thriving Quotient is recommended to continue to assess thriving levels in engaged student populations as compared to randomly selected students.

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

Mode of access: World Wide Web

ISBN: 9781339318660Subjects--Topical Terms:

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

554714
Electronic books.

Thriving as a Community College Student : = A Repeated Cross Sectional Study on Student Involvement, Academic Performance, and Persistence.
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500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
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502 $a Thesis (Ed.D.)--Wilmington University (Delaware), 2016.
504 $a Includes bibliographical references
520 $a The first year community college journey is filled with peaks and valleys. This study explores the student perceptions of thriving in the first semester of the first year in college. Utilizing the Thriving Quotient instrument, this study seeks to better understand the relationship between thriving, academic performance and persistence in the first year of community college. The study included an analysis of data collected from students engaged in established college programs as well as a randomly selected cohort. Using a repeated cross sectional methodology, the study includes two years of data collection. Surveyed subgroups include Student Athletes, First Year Experience Cohort, State Sponsored Scholars, Military, and Veteran students. In 2013, the study included 154 respondents (26%) and the 2014 study included 125 respondents (12%). The analysis included descriptive statistics, t-tests, chi square test and discriminate function analysis to understand the population, determine statistical significance, and practical value of findings and potential predictability of results. A statistically significant difference was evident in the self-perceptions of thriving between the engaged student respondents and the randomly selected students. Student recommendations of programs that could better serve first year students at the community college are also included in the study outcomes. While the small sample size did not indicate any levels of predictability within the respondents, future research at the community college level with the Thriving Quotient is recommended to continue to assess thriving levels in engaged student populations as compared to randomly selected students.
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