The Relative Influence of Subjective and Objective Socioeconomic Status on the Noncognitive Development of First-Year College Students

Autor/inn/en	Wolniak, Gregory C.; Gregory, Matthew M.; Muskens, Marjolein
Titel	The Relative Influence of Subjective and Objective Socioeconomic Status on the Noncognitive Development of First-Year College Students
Quelle	In: Review of Higher Education, 46 (2023) 3, S.311-342 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	College Freshmen; Individual Development; Measures (Individuals); Measurement Techniques; Time Perspective; Standards; Bias; Cognitive Processes; Psychological Patterns; Student Behavior; Georgia; Virginia + Suchen Sie Ihr Suchwort? Studienanfänger; Individuelle Entwicklung; Messdaten; Messtechnik; Zeitbezug; Standard; Cognitive process; Kognitiver Prozess; Student behaviour; Schülerverhalten
Abstract	The study examines the associations between socioeconomic status (SES) and noncognitive development in first year college students, distinguishing between objective (or absolute) and subjective (or relative) measures of SES. The analyses draw from longitudinal data capturing college students (N = 2,488) at the start of the first year of college and again towards the end of the same academic year, across 25 public four-year colleges and universities within a single state higher education system. Results highlight the importance of subjective status, over and above objective status, and suggest strategies that may inform college and university support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01