Who Improves Most? The Differences in First-Year Students' Learning Attitudes and Behaviors Measured by College Success Factor Index

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Availability:
      Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: [email protected]; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      College Freshmen; Educational Attitudes; Student Attitudes; Student Behavior; Pretests Posttests; First Year Seminars; Student Responsibility; Competition; Planning; Expectation; Wellness; Time Management; Family Involvement; Academic Persistence; Out of State Students; Foreign Students; Preservice Teachers
    • ISSN:
      1527-9316
    • Abstract:
      Utilizing a pretest-posttest quasi-experimental research design, this study investigated the impacts of the participation in a First-Year Seminar (FYS) course on student learning attitudes and behaviors. Using the sample of 1,231 freshmen students in a large, public, research university in the Southeast, the study examined if FYS participation promoted students learning attitudes and behaviors in the following ten areas: responsibility, competition, task-planning, expectation, wellness, time-management, college involvement, family involvement, precision, and persistence. Additionally, the study tested for the differences in changes of students learning attitudes and behaviors among five student populations enrolled in the seminar: first-time in college, summer bridge, international, out-of-state, and teacher pre-professionals. Hotelling's T2 test revealed statistically significant differences in learning attitudes and behaviors between pre and posttests for each of the 10 measured factors, while a two-way mixed design MANOVA indicated that changes in students' learning attitudes and behaviors were not significantly different for any of the factors depending on the subgroup. The lack of between-group differences demonstrated that the FYS course participation was equally beneficial for students from all populations examined in the study.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1275066