Personal Factors that Influence Deaf College Students' Academic Success

Autor/inn/en	Albertini, John A.; Kelly, Ronald R.; Matchett, Mary Karol
Titel	Personal Factors that Influence Deaf College Students' Academic Success
Quelle	In: Journal of Deaf Studies and Deaf Education, 17 (2012) 1, S.85-101 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enr016
Schlagwörter	College Students; Grade Point Average; Time Management; Deafness; Academic Achievement; Program Effectiveness; Higher Education; Reading Skills; Mathematics Skills; College Freshmen; Academic Persistence; College Preparation; Grouping (Instructional Purposes); Self Control; Predictor Variables; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Collegestudent; Zeitmanagement; Gehörlosigkeit; Taubstummheit; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Studienanfänger; Grouping; Gruppenbildung; Selbstbeherrschung; Prädiktor
Abstract	Research tells us that academic preparation is key to deaf students' success at college. Yet, that is not the whole story. Many academically prepared students drop out during their first year. This study identified entering deaf college students' personal factors as assessed by their individual responses to both the "Noel-Levitz College Student Inventory Form B" and the "Learning and Study Strategies Inventory," second edition (LASSI). Entering students in 3 successive cohorts (total n = 437) participated in this study. Results show that in addition to entry measurements of reading and mathematic skills, personal factors contributed to the academic performance of students in their first quarter in college. The Noel-Levitz provided the comparatively better predictive value of academic performance: Motivation for Academic Study Scale (e.g., desire to finish college). The LASSI also showed statistically significant predictors, the Self-Regulation Component (e.g., time management) and Will Component (e.g., self-discipline), but accounted for relatively less variability in the students' initial grade point averages. For this group of underprepared students, results show that personal factors can play a significant role in academic success. Deaf students' personal factors are discussed as they relate to other first-year college students and to their subsequent academic performance and persistence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10