A Longitudinal Analysis of Latina/o Students' Academic Persistence

Autor/inn/en	Bordes-Edgar, Veronica; Arredondo, Patricia; Kurpius, Sharon Robinson; Rund, James
Titel	A Longitudinal Analysis of Latina/o Students' Academic Persistence
Quelle	In: Journal of Hispanic Higher Education, 10 (2011) 4, S.358-368 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-1927
DOI	10.1177/1538192711423318
Schlagwörter	Mentors; Grade Point Average; Academic Persistence; Followup Studies; Hispanic American Students; Longitudinal Studies; Surveys; College Freshmen; College Entrance Examinations; Scores; Self Concept; Prediction; College Graduates + Suchen Sie Ihr Suchwort? Follow-up studies; Kontaktstudium; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Studienanfänger; Aufnahmeprüfung; Selbstkonzept; Vorhersage; Hochschulabsolvent; Hochschulabsolventin
Abstract	This was a 4.5-year follow-up study of university persistence involving 71 Latina/o students, who were initially surveyed as 1st-semester freshmen. Academic (high school grade point average [GPA], entrance exam scores, and college GPA) and nonacademic (self-beliefs, social support, and academic persistence decisions) factors were examined to determine impact on persistence. Self-beliefs and mentoring predicted academic persistence and college GPA. Students who graduated had stronger high school GPAs, more mentoring, and more positive initial academic persistence decisions. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10