Gender and Affect: Linguistic Predictors of Successful Academic Performance among Economically Disadvantaged First Year College Students

Autor/inn/en	Lewine, Richard; Warnecke, Ashlee; Davis, Darlene; Sommers, Alison; Manley, Kayla; Caleb, Ben
Titel	Gender and Affect: Linguistic Predictors of Successful Academic Performance among Economically Disadvantaged First Year College Students
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 13 (2019) 1, Artikel 2 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Gender Differences; Predictor Variables; Academic Achievement; Grade Point Average; Economically Disadvantaged; College Freshmen; Student Characteristics; Poverty; Language Usage; Essays; Discourse Analysis + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Prädiktor; Schulleistung; Studienanfänger; Armut; Sprachgebrauch; Essay; Aufsatzunterricht; Diskursanalyse
Abstract	Individuals entering college from disadvantaged economic backgrounds often face multiple obstacles to successful academic performance. Nonetheless, many such students are successful. In this study, we explore the personal characteristics of students from poverty who do well academically in comparison to their economic peers who were less successful academically. Pre-admission, written applications were analyzed using the computerized linguistic analysis tool, LIWC, to predict first semester GPA in a group of 48 students, all of whom came from economic backgrounds that were 150% or more below Federal guidelines. Significant poverty level and sex differences were found. Men's GPA was highly correlated with Total Word Count, while women's GPA was significantly correlated with Reward and Tentativeness. Most striking was the strong positive correlation between GPA and Positive Affect among women from the lowest economic group. The findings suggest further research to clarify and confirm the role of cognitive styles and affect in academic performance as moderated by both sex and degree of poverty, even among those traditionally viewed as belonging to a homogenous economic group. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01