The Use of Academic Resilience and Mindset to Increase Student Success in First-Year Experience Courses

Autor/in	Howard, Rachel
Titel	The Use of Academic Resilience and Mindset to Increase Student Success in First-Year Experience Courses
Quelle	(2021), (137 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Missouri Baptist University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-2879-8
Schlagwörter	Hochschulschrift; Dissertation; College Freshmen; First Year Seminars; Academic Achievement; Success; Resilience (Psychology); Student Attitudes; World Views; School Holding Power + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienanfänger; Schulleistung; Erfolg; Schülerverhalten; World view; Weltanschauung
Abstract	Higher education institutions continue to place a strong emphasis on helping students successfully complete college. Currently, a limited amount of research supports teaching academic resilience as a skill in the higher education setting. In addition, little is known about using first-year experience (FYE) courses as a platform for teaching academic resilience to a large, general population of students. The purpose of this sequential explanatory mixed methods study was to determine if adding an academic resilience component to an FYE course would improve student success and ultimately student retention. The research looked at the outcome a lesson on academic resilience and mindset had on a student's FYE course, completion of their fall semester, and on re-enrollment at the same institution the following semester. In addition, the research looked at the differences in the pre- and post-test scores. With the addition of three open ended questions on the post-test, this research also looked to see if those questions contributed to an explanation in pre- and post-test scores. Research methods used in this study were both qualitative and quantitative. The use of a pre- and post-test, student's semester grades, and re-enrollment data, assisted in gathering quantitative data for analysis. The qualitative data looked at student's responses to the three open-ended questions at the end of the post-test. Using descriptive statistics such as the t-test, Chi-Square test of independence, and ANOVA, the researcher found non-significant statistical results. The qualitative data, however, indicated students remembered the lessons and planned to continue using what they learned. Based on the results of this study, it is possible that academic resilience needs to be viewed from a holistic perspective in order to see improvement in student success. One lesson over academic resilience and mindset may not have been enough to master those skills. [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	2024/1/01