語系:
繁體中文
English
說明(常見問題)
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
The Effect of Social Identity on Col...
~
Northcentral University.
The Effect of Social Identity on College Student Retention.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
The Effect of Social Identity on College Student Retention./
作者:
Pettigrew, Jason Melford.
面頁冊數:
1 online resource (125 pages)
附註:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:
Dissertation Abstracts International79-11A(E).
標題:
Higher education. -
電子資源:
click for full text (PQDT)
ISBN:
9780438122826
The Effect of Social Identity on College Student Retention.
Pettigrew, Jason Melford.
The Effect of Social Identity on College Student Retention.
- 1 online resource (125 pages)
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Thesis (Ed.D.)--Northcentral University, 2018.
Includes bibliographical references
The purpose of this quantitative correlational study was to investigate the relationship of students' sense of belonging and first-year college student retention. In particular, the researcher analyzed the relationship of students' sense of belonging, the predictor variable and first-year college student retention, the outcome variable. The problem of college student retention is addressed in this study by examining the importance of a student's sense of belonging while transitioning from high school student to first-time college student. A first-year college student's sense of belonging is critical to self-identity. First-year college students commonly struggle with the sense of belonging which could relate to marginal performance, costly attrition, dissatisfaction, and a decreased sense of social identity. A correlational research design was utilized to examine the variables simultaneously and to investigate the associations among the variables of social identity and retention of first-year college students. The analysis included descriptive statistics, an ANOVA, Pearson's Correlation, and a linear regression design. Quantitative data was collected from the utilization of the Belongingness Scale-Clinical Placement Experiences Tool (BES-CPE), and student contact information from a census report from the participating higher education institution was used. The multiple regression results suggested there was a statistically significant relationship in the out-group for belongingness and first-year student retention. The findings indicated a sense of social identity strongly influenced the groups' sense of belonging. The concept of social identity theory could lay the groundwork for curriculum development, aiding faculty in the development of freshmen experience courses. It is recommended additional research be conducted using a larger sample size and including multiple college or universities across a larger geographic area. A second recommendation for future research is a qualitative phenomenological study to include interviews with first-year college students using open-ended interviews on beliefs of connectedness and a sense of belonging, which may be beneficial to provide a more in-depth analysis on the beliefs connectedness, a sense of belonging, and retention.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9780438122826Subjects--Topical Terms:
1148448
Higher education.
Index Terms--Genre/Form:
554714
Electronic books.
The Effect of Social Identity on College Student Retention.
LDR
:03544ntm a2200349Ki 4500
001
919050
005
20181106103646.5
006
m o u
007
cr mn||||a|a||
008
190606s2018 xx obm 000 0 eng d
020
$a
9780438122826
035
$a
(MiAaPQ)AAI10828715
035
$a
(MiAaPQ)northcentral:13055
035
$a
AAI10828715
040
$a
MiAaPQ
$b
eng
$c
MiAaPQ
$d
NTU
100
1
$a
Pettigrew, Jason Melford.
$3
1193531
245
1 4
$a
The Effect of Social Identity on College Student Retention.
264
0
$c
2018
300
$a
1 online resource (125 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500
$a
Adviser: Chris Jenkins.
502
$a
Thesis (Ed.D.)--Northcentral University, 2018.
504
$a
Includes bibliographical references
520
$a
The purpose of this quantitative correlational study was to investigate the relationship of students' sense of belonging and first-year college student retention. In particular, the researcher analyzed the relationship of students' sense of belonging, the predictor variable and first-year college student retention, the outcome variable. The problem of college student retention is addressed in this study by examining the importance of a student's sense of belonging while transitioning from high school student to first-time college student. A first-year college student's sense of belonging is critical to self-identity. First-year college students commonly struggle with the sense of belonging which could relate to marginal performance, costly attrition, dissatisfaction, and a decreased sense of social identity. A correlational research design was utilized to examine the variables simultaneously and to investigate the associations among the variables of social identity and retention of first-year college students. The analysis included descriptive statistics, an ANOVA, Pearson's Correlation, and a linear regression design. Quantitative data was collected from the utilization of the Belongingness Scale-Clinical Placement Experiences Tool (BES-CPE), and student contact information from a census report from the participating higher education institution was used. The multiple regression results suggested there was a statistically significant relationship in the out-group for belongingness and first-year student retention. The findings indicated a sense of social identity strongly influenced the groups' sense of belonging. The concept of social identity theory could lay the groundwork for curriculum development, aiding faculty in the development of freshmen experience courses. It is recommended additional research be conducted using a larger sample size and including multiple college or universities across a larger geographic area. A second recommendation for future research is a qualitative phenomenological study to include interviews with first-year college students using open-ended interviews on beliefs of connectedness and a sense of belonging, which may be beneficial to provide a more in-depth analysis on the beliefs connectedness, a sense of belonging, and retention.
533
$a
Electronic reproduction.
$b
Ann Arbor, Mich. :
$c
ProQuest,
$d
2018
538
$a
Mode of access: World Wide Web
650
4
$a
Higher education.
$3
1148448
650
4
$a
Higher education administration.
$3
1148709
650
4
$a
Educational sociology.
$3
555555
655
7
$a
Electronic books.
$2
local
$3
554714
690
$a
0745
690
$a
0446
690
$a
0340
710
2
$a
ProQuest Information and Learning Co.
$3
1178819
710
2
$a
Northcentral University.
$b
Education.
$3
1148427
773
0
$t
Dissertation Abstracts International
$g
79-11A(E).
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10828715
$z
click for full text (PQDT)
筆 0 讀者評論
多媒體
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼[密碼必須為2種組合(英文和數字)及長度為10碼以上]
登入