A Comparative Analysis of Nontraditional Students' Perceptions of Mattering in Small Private Catholic Four-Year Academic Institutions

Autor/in	Mullen, Jillian Nicole
Titel	A Comparative Analysis of Nontraditional Students' Perceptions of Mattering in Small Private Catholic Four-Year Academic Institutions
Quelle	(2016), (257 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilkes University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-4861-7
Schlagwörter	Hochschulschrift; Dissertation; Nontraditional Students; Small Colleges; Private Colleges; Church Related Colleges; Catholic Schools; Student Attitudes; Student College Relationship; At Risk Students; Undergraduate Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; College; Colleges; Oberschule; Privathochschule; Kirchliche Hochschule; Katholische Schule; Schülerverhalten
Abstract	Only 10% of nontraditional students (NTS) persist to graduation (Headden, 2009; PHEAA, 2015), resulting in 38 million dropping out before completing a degree (Zaiss, 2012). Their unique characteristics place them at greater risk of attrition. Attrition risk increases as they move from minimally to highly nontraditional (NT; Horn, 1996; Levin, 2007). Moreover, NTSs' perceptions of mattering have been linked to attrition. When students feel they matter, they succeed and persist and vice versa (Noel-Levitz & CAEL, 2013; Schlossberg, 1990; Schlossberg et al., 1990). This survey study explored whether types of at-risk NTSs are at even greater risk of attrition when considering their perceptions of mattering. To examine this relationship, a research question emerged: Do types of NTSs differ significantly on administration, advising, peers, multiple roles, and faculty mattering? The sample included 155 small private Catholic four-year institutions' undergraduate students who responded to NTS characteristic and perceptions of mattering questions. MANOVA tests determined whether dependent variable population means were the same for all group levels. Minimally, moderately, and highly NTSs did not differ significantly on administration, advising, peers, multiple roles, and faculty mattering. Although, the sample had significantly higher administration, peers, multiple roles, and faculty mattering scores than the norm. It was recommended that (a) the study be replicated with other types of academic institutions; (b) survey data be collected over time to benchmark change; (c) importance ratings be added to the survey; (d) survey items be updated to more contemporary items; and (e) survey items be student determined. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01