Educational Engagement and Academic Progress of Student Veterans

Autor/in	Bichrest, Michael M.
Titel	Educational Engagement and Academic Progress of Student Veterans
Quelle	(2022), (126 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Rivier University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-5868-7
Schlagwörter	Hochschulschrift; Dissertation; Undergraduate Students; Veterans; Academic Achievement; Learner Engagement; Objectives; Persistence; Social Environment; Satisfaction; College Credits; Grade Point Average + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kriegsteilnehmer; Veteran; Schulleistung; Goal definition; Zielsetzung; Ausdauer; Soziales Umfeld; Zufriedenheit; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung
Abstract	There is a need for ongoing study of veterans' academic progress (U.S. Department of Veterans Affairs, 2012). Student-veterans are the least engaged group on campuses (McNair & Stielow, 2012). Integration methods and rational choice methods of student-veteran engagement, used together, lead to academic progress during and after military tours of duty. The research question guiding this study asked which factors of engagement impact academic progress for student-veterans. This was a correlational study designed to examine which aspects of rational choice (Downs, 1957) and integration (Tinto, 1975) predict academic progress for students who are also veterans of Operation Enduring Freedom, Operation Iraqi Freedom, or Operation New Dawn. A correlational design was used to analyze the relationship between engagement and academic progress in a self-selected sample of 40 undergraduate students who were veterans of these operations. Engagement was operationally defined as a student's quality of satisfaction, socialization, goals, persistence, and acceptance with school and school-related activities that enhance academic progress (Alrashidi et al., 2016). There were moderate positive relationships between educational engagement and the variables of goals, persistence, social environment, acceptance, and satisfaction. The findings were that there were no relationships between the variables of goals, persistence, social environment, acceptance, and satisfaction and accumulated academic credits. However, there were significant relationships linking persistence and acceptance to GPA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01