Graduating from College: Exploring First-Semester Dispositions and Experiences of Support Associated with Unexpected Pathways

Autor/inn/en	Larose, Simon; Duchesne, Stéphane; Boisclair-Châteauvert, Geneviève
Titel	Graduating from College: Exploring First-Semester Dispositions and Experiences of Support Associated with Unexpected Pathways
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 24 (2022) 3, S.810-831 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larose, Simon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025120953429
Schlagwörter	College Students; Student Attitudes; Educational Attainment; Graduation; Dropouts; Student Behavior; Aggression; Student Participation; Academic Achievement; Private Schools; Public Schools; Family Characteristics; High Schools; Foreign Countries; Personality; Learning Motivation; Measures (Individuals); Anxiety; Expectation; College Programs; Canada; Academic Motivation Scale; Childrens Manifest Anxiety Scale + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Bildungsabschluss; Bildungsgut; Abschluss; Graduierung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Student behaviour; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung; Private school; Privatschule; Public school; Öffentliche Schule; High school; Oberschule; Ausland; Personalität; Motivation for studies; Lernmotivation; Messdaten; Angst; Expectancy; Erwartung; Studienprogramm; Kanada
Abstract	This study examines the dispositions and experiences of support of college students associated with unexpected pathways toward college graduation. The final sample was drawn from a national sample of 3,998 youths who participated in a longitudinal project. Using the k-nearest neighbors' algorithm, we created four groups based on the Québec High School Average and the College Graduation status four years after admission (Unexpected Graduates; Expected Dropouts; Unexpected Dropouts; Expected Graduates). Compared to ED, UG showed lower aggressive behaviors and attentional problems and higher participation in institutional or targeted support measures in college. They were also more likely to have attended a private high school. Compared to EG, UD showed lower academic behaviors and motivation, lower perceptions of teaching quality and support, and lower economic capital and support from family. They were also more likely to enrol in a technical college program and less likely to have attended a private high school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01