Browsing by Subject "University"
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Item Academic motivation of degree-seeking undergraduate students at a for-profit university in the United States(2016-05) Carroll, John Walter; Saenz, Victor B.; Sharpe, Edwin Reese; Reddick, Richard J; Ovando, Martha; Spelman, BillStudents attending for-profit colleges and universities represent approximately 11% of the undergraduate population yet little is known about their academic motivation while attending. The Academic Motivation Scale (AMS) (Vallerand, Pelletier, Briere, Senecal, & Vallieres, 1992), grounded in self-determination theory (Deci & Ryan, 1985b), has been used successfully for numerous studies. The AMS has not been tested with a for-profit student population. The AMS and personal data questionnaire were administered via an Internet survey hosted by Survey Gizmo to for-profit students attending face-to-face classes in the United States. The study uses an exploratory design where subjects were selected using a convenience sample (N = 44). Cronbach’s alpha was calculated to measure the internal consistency and reliability of the AMS with for-profit students. Cronbach’s alpha was greater than 0.70 for all the AMS’s seven subscales and two aggregate scales implying the AMS is appropriate for use with for-profit student populations. The study evaluated possible correlations between academic motivation and age. Spearman’s rho correlation coefficient calculations revealed no statistically significant relationship between academic motivation and age. Academic motivation was also tested a predictor of self-reported GPA via ordinary least squares regression. A natural log transformation was conducted to restate the data into a more normal distribution. After transformation, GPA was not a statistically significant predictor of GPA. The aggregate measure of extrinsic motivation was statistically significantly higher than the aggregate measure of intrinsic motivation. No statistically significant difference was found among the three extrinsic motivation subscales. Intrinsic motivation to experience was statistically significantly different than intrinsic motivation to know and intrinsic motivation to accomplish. Cronbach’s alpha was “good” or better for all measure of academic motivation. No statistically significant relationship was found among academic motivation and age. Academic motivation was not revealed to be a useful predictor of GPA.Item An analysis of selected pre- and post-admission variables as they relate to the retention of new freshmen at a large, research, public university(Texas A&M University, 2004-09-30) Boyd, Kriss HopeTexas A&M University changed the criteria for freshman admission after a legal decision in 1996 removed ethnicity from the list of possible admission criteria. The process now includes subjective criteria such as activities, leadership, service and awards as well as the traditional objective criteria such as test scores and rank in high school class. The purpose of this study was to analyze the relationship between some of the admission criteria and retention of freshmen from the first fall to the second fall. Retention of freshmen is a performance indicator for higher education in Texas. The results of the logistic regressions showed that the relationships were modest at best and had a very small pseudo r2. The objective criteria of test scores and high school rank were either not significant or did almost nothing to increase the odds ratio. The only variable that was significant in the regression, but had a modest odds ratio, across the regression for all students and for the regressions for the subgroups of female and male students, Anglo, Hispanic and Asian American students, and for students from targeted, disadvantaged high schools was parents' education level. The points assigned to students by admissions counselors for self-reported leadership activities were significant for the regressions for all students, for female students and for Anglo students, but did very little to increase the likelihood of retention. Test scores were significant in the regressions for all students, for female students and for Hispanic students, but did almost nothing to increase the likelihood of retention. None of the variables were significant in the regression for the small group of African American students. One conclusion from the analysis is that some students whose parents have the lowest levels of education and some students from targeted high schools have unmet needs that cause higher attrition rates for these groups. However, even within these groups, there are other factors driving the students' commitment to stay enrolled for the second year at the institution than those included in this study.Item Beyond sports : a guidebook for potential collegiate female student-athletes(2013-05) Bauerkemper, Paige Elizabeth; Tharinger, Deborah J.Female student-athletes are a growing population on most college campuses. While incorporated into a historically male model, their experiences and outcomes are unique. This report guides potential female student-athletes in the process of deciding to participate by providing information about the female student-athlete experience. Issues to be explored include decision-making, academics, health, and stress. Sports can be a rewarding experience despite the challenge of balancing academics with athletic commitments.Item "Hips don't lie" : Mexican American female students' identity construction at The University of Texas at Austin(2012-08) Portillo, Juan Ramon; Straubhaar, Joseph D.; Hogan, KristenWhile a university education is sold to students as something anyone can achieve, their particular social location influences who enters this space. Mexican American women, by virtue of their intersecting identities as racialized women in the US, have to adopt a particular identity if they are to succeed through the educational pipeline and into college. In this thesis, I explore the mechanics behind the construction of this identity at The University of Texas at Austin. To understand how this happens, I read the experiences of six Mexican American, female students through a Chicana feminist lens, particularly Anzaldúa’s mestiza consciousness. I discovered that if Mexicana/Chicana students are to “make it,” they have to adopt a “good student, nice Mexican woman” identity. In other words, to be considered good students, Mexican American women must also adopt a code of conduct that is acceptable to the white-centric and middle-class norms that dominate education, both at a K-12 level and at the university level. This behavior is uniquely tied to the social construction of Mexican American women as a threat to the United States because of their alleged hypersexuality and hyperfertility. Their ability to reproduce, biologically and culturally, means that young Mexican women must be able to show to white epistemic authorities that they have their sexuality and gender performance “under control.” However, even if they adopt this identity, their presence at the university is policed and regulated. As brown women, they are trespassers of a space that has historically been constructed as white and male. This results in students and faculty engaging in microaggressions that serve to Other the Mexican American women and erect new symbolic boundaries that maintain a racial and gender hierarchy in the university. While the students do not just accept these rules, adopting the identity of “good student, nice Mexican woman” limits how the students can defend themselves from microaggressions or challenge the racial and gender structure. Nevertheless, throughout this thesis I demonstrate that even within the constraints of the limited identity available to the students, they still resist dominant discourses and exercise agency to change their social situation.Item The impact of suicide prevention gatekeeper training on college students(2011-08) Swanbrow Becker, Martin Alan; Drum, David J.; McCarthy, ChristopherDespite its potential to enhance the mental health of college student populations, the efficacy of gatekeeper programs in connecting suicidal students with professional help is unclear. Potential negative side effects of peer helping programs, such as gatekeeper training, are rarely examined and there is not a sufficient body of evidence documenting the efficacy or safety of peer helping programs, despite their widespread use. The challenge of implementing a safe and effective peer based gatekeeper campus suicide prevention effort lies in balancing the benefits of connecting suicidal students to professional help more often and sooner, with the potential adverse mental health impacts of participation on gatekeepers. This study examines how a gatekeeper training program might increase suicidal student help seeking and measures the mental health impact of participation on Resident Assistants (RAs) trained in suicide prevention. This study will explore whether a more intensive helping role by the RA amplifies the effect of referring and securing professional help for suicidal students. This study also measures how differing the intensity of help provided by RAs impacts the gatekeepers’ own stress and suicidality levels. RAs will be trained under high versus low intensity helping conditions. RAs in the low intensity helping condition will be trained to identify potentially suicidal students and refer them for professional help. RAs in the high intensity helping condition will be trained to identify potentially suicidal students, engage them in a quasi-professional helping role, and refer them to professional help. This study will also explore whether promotion of telephone counseling as a helping resource will impact referrals to and utilization of professional help, either in-person or through telephone counseling.Item Stereotypes of special admission students: peer perceptions of athlete and non-athlete special admit students.(2009-06-02) Fowler, Brian R.The purpose of this study was to evaluate the different stereotypes that individuals, within a university?s general student population, held toward studentathletes and non-athlete students admitted to the university on a special admission basis (students admitted with requirements less than the stated minimum for admission). Two studies, one qualitative in nature and the other with a quantitative focus, were conducted to assess students? perceptions of special admission students. The results of this study show that students from a university?s general population have more of a negative stereotype or perception of athlete special admissions, as compared to a non-athlete special admission student, when interacting in an academic setting. On the other hand, the general student population indicated a more positive perception for allowing special admission to athletes than they did for allowing special admission to non-athlete students.Item The Intercultural Development of Aspiring Leaders at Texas A and M(2011-10-21) Palsa, Michele M.As we continue to work toward a better understanding of global issues and intercultural sensitivity, educators must identify areas where we can facilitate positive change in ourselves and in our students. This descriptive study incorporates the Intercultural Development Inventory to measure orientations toward cultural differences of three aspiring student groups, the Corps of Cadet Leaders, the Peer Diversity Leaders and the Tsunami Fulbright Leaders, as described in the Developmental Model of Intercultural Sensitivity (DMIS). The DMIS assumes that construing cultural difference can become an active part of one?s worldview, resulting in an expanded understanding of one?s own and other cultures, and an increased competence and sensitivity in intercultural relations. The quantitative portion of this study was reported using appropriate quantitative techniques. The data collected was processed and initially scored using the Intercultural Development Inventory (IDI). Data was then further analyzed using a statistical software program (SPSS) and statistical correlations, multivariate analysis of variance (MANOVAs) were computed. This study is unique in that it breaks new ground in the measurement of the levels of intercultural sensitivity of three groups of students from various organizations at the university level. The Intercultural Development Inventory, distributed to 38 students, revealed that students in this small study are all in a stage of denial, defense or minimization. The study points to recommendations for change, from a developmental training perspective, to encourage students to become effective in their intercultural relationships. Use of the IDI and interventions to assist in finding ways to increase cultural sensitivity will assist aspiring student leaders in all walks of life.Item The university college center and the freshman year experience: a case study at a selected historically black university in Texas(Texas A&M University, 2005-08-29) Garrett, Carla AnneThe purpose of this study was to identify and analyze activities, perceptions, and behaviors associated with the university college program at a historically Black University which contribute to a successful freshman year experience. The sample under investigation consisted of 15 students who attended Prairie View A&M University. The selection of students was based on the students?? current and prior affiliation with the University College program. The study participants were specifically chosen to include freshmen students who were enrolled in the University College at the time of the study and sophomore and junior level students who had been previously enrolled in the University College program during their freshman year. The study was conducted during fall 2002 and during the months of March and April, 2003. Data collection was conducted in the following manner: (1) one-on-one interviews with study participants were conducted in order to obtain data about student perceptions; (2) study environment observations were conducted with passive, moderate and active submergence techniques in order to watch and record the activities within the study environment; (3) historical data were collected in order to provide background information about the research environment.A major finding of this study is in keeping with retention theory which posits that institutions must formulate student centered programs that focus on meeting the students?? academic and social needs as early as the summer prior to the freshman year. There were a variety of factors within the University College environment that influenced student success and development. While there were many elements that were put in place by Prairie View A&M University with the intent of encouraging and promoting student success, there were underlying personal factors that the students imposed upon the system that played an integral role in influencing the students?? perceptions and outcomes.