Quantitative Evaluation of a First Year Seminar Program: Relationships to Persistence and Academic Success

Autor/inn/en	Jenkins-Guarnieri, Michael A.; Horne, Melissa M.; Wallis, Aaron L.; Rings, Jeffrey A.; Vaughan, Angela L.
Titel	Quantitative Evaluation of a First Year Seminar Program: Relationships to Persistence and Academic Success
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 16 (2015) 4, S.593-606 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
Schlagwörter	Statistical Analysis; Academic Achievement; Academic Persistence; Intervention; First Year Seminars; Undergraduate Students; Critical Reading; Study Habits; Correlation; Outcomes of Education; Student Motivation; Time Management; Grade Point Average; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Statistische Analyse; Schulleistung; Kritisches Lesen; Study behavior; Study behaviour; Studienverhalten; Korrelation; Lernleistung; Schulerfolg; Schulische Motivation; Zeitmanagement
Abstract	In the present study, we conducted a quantitative evaluation of a novel First Year Seminar (FYS) program with a coordinated curriculum implemented at a public, four-year university to assess its potential role in undergraduate student persistence decisions and academic success. Participants were 2,188 first-year students, 342 of whom completed the FYS program designed to develop cognitive variables associated with student outcomes such as motivation and commitment to the university, as well as practical skills such as time management, critical reading, and study strategies. Results from two sequential logistic regression models suggested that participation in this FYS program was associated with increases in the odds of persisting and being in good academic standing, even after controlling for relevant background characteristics. These results suggest that FYS interventions may be effective interventions for improving student outcomes. Important implications for practice and further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01