Noncognitive Variables and Student Learning in Extended Opportunity Programs and Services (EOPS)

Autor/inn/en	Soltani, Parisa; Gutierrez Keeton, Rebecca; Hoffman, John L.
Titel	Noncognitive Variables and Student Learning in Extended Opportunity Programs and Services (EOPS)
Quelle	In: Community College Journal of Research and Practice, 41 (2017) 7, S.405-421 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2016.1194238
Schlagwörter	Student Participation; Community Colleges; Student Surveys; Questionnaires; Student Experience; Mixed Methods Research; Correlation; Program Effectiveness; Student Characteristics; Grades (Scholastic); Student Attitudes; Grade Point Average; Self Concept; Academic Support Services; Student Personnel Services; California + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Community college; Community College; Schülerbefragung; Fragebogen; Studienerfahrung; Korrelation; Notenspiegel; Schülerverhalten; Selbstkonzept; Kalifornien
Abstract	The purpose of this mixed methods study was to investigate the relationship between participation in Extended Opportunity Programs and Services (EOPS) at California Valley College (CVC) (one of the 113 California Community Colleges in California) and several measures of student learning. An embedded survey design was developed using William Sedlacek's noncognitive questionnaire (NCQ), items from the Community College Survey of Student Engagement (CCSSE), items based on Marcia Baxter Magolda's epistemological reflection model of cognitive complexity, and items based on student learning outcomes for learning in EOPS. The survey had a 43.7% response rate. Students' demographic characteristics, progress data, and grades were also collected. The survey concluded with four open-ended questions examining students' perceptions about their learning. GPA (grade point average) as an outcome measure, and several NCQ scales were positively correlated with the Learning in EOPS Scale. Qualitative and mixed methods analyses extended statistical findings, highlighting the importance of positive outlook, positive self-concept, realistic self-appraisal, and support for learning. Finally, the study found that students' academic and social involvement played a noteworthy role in students' development, especially as related to cognitive complexity and learning in EOPS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01