A Phenomenological Study: The Influence of Noncognitive Factors on Academically Unprepared College Students

Autor/in	Thom, Danny Moire
Titel	A Phenomenological Study: The Influence of Noncognitive Factors on Academically Unprepared College Students
Quelle	(2012), (184 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-2045-4
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; College Students; Academic Achievement; College Preparation; Low Achievement; Educational Background; Affective Behavior; Skill Analysis; Individual Characteristics; Drinking; Decision Making; Parent Participation; Higher Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Collegestudent; Schulleistung; Unterdurchschnittliche Leistung; Vorbildung; Affective disturbance; Active behaviour; Affektive Störung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Trinken; Decision-making; Entscheidungsfindung; Elternmitwirkung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This phenomenological research explored the influence of noncognitive factors in four areas: early educational factors, personal factors, affective factors, and noncognitive skill factors to understand the phenomenon of college students' academic underpreparedness. Findings related to textual categories indicated personal factors such as a broken home and family strife within their home, or personal issues such as drinking alcohol and making bad decisions were possible reasons for bad choices made by participants. As well, early educational factor findings suggested a lack of parental involvement but in reference to academic preparedness was questionable because the level of response between participants and parents were not accessible. Structural theme findings emerging from research sub-questions suggested the malleability of noncognitive skill factors such as creative and practical skills as well as affective factors were a positive influence on students' ability to continue their degree aspirations. The findings included a creative synthesis using cognitive/noncognitive distinctions to explore a deeper understanding discovered within textual categories and structural themes, which led to implications and recommendations for improving the academic preparedness of academically underprepared college students. [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	2017/4/10