Time Perspective and Grade Expectations as Predictors of Student Achievement and Retention in the First Year of Community College

Autor/inn/en	Acee, Taylor W.; Hoff, Meagan A.; Flaggs, Darolyn A.; Sylvester, Breana
Titel	Time Perspective and Grade Expectations as Predictors of Student Achievement and Retention in the First Year of Community College
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 24 (2023) 4, S.924-946 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Acee, Taylor W.) ORCID (Flaggs, Darolyn A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025120960676
Schlagwörter	Community College Students; Expectation; Time Perspective; Student Motivation; School Holding Power; Grade Point Average; Age Differences; Ethnicity; College Preparation; First Generation College Students; Disadvantaged; Hispanic American Students; Minority Serving Institutions + Suchen Sie Ihr Suchwort? Community college; Community colleges; College students; Community College; Collegestudent; Expectancy; Erwartung; Zeitbezug; Schulische Motivation; Age; Difference; Age difference; Altersunterschied; Ethnizität; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	The authors examined three motivational factors (first-year grade expectations, present-focused time perspective, and future-focused time perspective) as predictors of achievement and retention outcomes for students (N = 844) in their first semester at a predominately Hispanic-serving community college, accounting for student background characteristics. In this correlation research study, instructors administered surveys to students in a required first-year orientation course. Survey data was then merged with institutional data. The results of the multiple regression analysis suggested that first-year grade expectations, present-focused time perspective, age, ethnicity, first-generation status, and academically underprepared status were statistically significant predictors of first-semester GPA and explained 9.0% of the variation, whereas future-focused time perspective, sex, and economically disadvantaged status were not. First-year grade expectations and economically disadvantaged status significantly predicted second-semester retention; the other study predictors did not. This study expands research on malleable motivational factors educators could target to support students in their first year of community college. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01