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| Autor/in | Williams, Jami |
|---|---|
| Titel | Exploring the Relationship between College First-Year Students' Social and Emotional Competencies and Their Self-Reported College Preparedness and Performance Expectations |
| Quelle | (2023), (148 Seiten)
PDF als Volltext Ed.D. Dissertation, Southern Connecticut State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-6818-4 |
| Schlagwörter | Hochschulschrift; Dissertation; College Freshmen; Interpersonal Competence; Emotional Response; Psychological Patterns; College Readiness; Academic Achievement; Expectation; Relationship; Outcomes of Education; College Preparation; Self Concept; Public Colleges; Gender Differences; Social Emotional Learning; Counseling Services; Mentors |
| Abstract | Social and emotional competence (SEC) is critical in determining college preparedness and student outcomes. College students need more than just academic knowledge to succeed. SEC encompasses a range of skills, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These skills are essential for navigating the academic, social, and emotional challenges of college life. In this dissertation, I review the existing literature on the role of SEC in college preparedness and outcomes. I discuss the importance of SEC in promoting positive college experiences, such as academic success, mental health, and overall well-being. The paper also discusses the challenges that college students may face if they lack adequate SEC skills, including difficulties in forming meaningful relationships, managing stress and emotions, and adapting to the college environment. Furthermore, in this dissertation, I examine the collective SEC profile of 35 college first-year students at a Northeastern United States University, examine gender and ethnicity differences, and also examine the multiple relationships of the five core SSC competencies identified above to students' self-reported preparedness for college and students' performance expectations. A non-experimental survey, a descriptive research design was used in conducting this study, using descriptive: and inferential statistical analyses to address the research questions: 1. What are the social and emotional competencies, self-reported first-semester performance and self-reported second-semester preparedness, descriptive profiles of first-year students at a public university in the Northeastern United States? 2. Are there significant gender and ethnicity differences in self-reported social and emotional competencies, self-reported first-semester performance, and self-reported second-semester preparedness? 3. Are there significant correlations among gender, ethnicity, social and emotional competencies, self-reported first-semester performance and self-reported second-semester preparedness? 4. What are the multiple relationships between student's social and emotional competencies, self-reported first-semester performance, and self-reported second-semester preparedness? Some significant relationships were found between the SEC competencies and students' self-reported preparedness and self-reported expected outcomes. Several various interventions and strategies can be implemented to enhance SEC among college students. These may include social-emotional learning programs, counseling services, mentoring programs, and other campus-wide initiatives promoting SEC. The paper also highlights the need for collaboration among educators, administrators, students, and other stakeholders to foster a supportive campus environment that prioritizes SEC. In conclusion, I emphasize the critical role of SEC in college preparedness and outcomes. I emphasize the need for comprehensive approaches to promoting SEC among college students, as it can significantly impact their overall success and well-being in college and beyond. Further research and interventions focusing on SEC in college settings are necessary to better understand its impact and implications for college students' college preparedness and performance outcomes. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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