SAIR and NCAIR Best Paper: Academic Confidence and the Impact of a Living-Learning Community on Persistence [Konferenzbericht] Paper presented at the Annual Forum of the Association for Institutional Research (51st, Toronto, Ontario, May 21-25, 2011).

Autor/in	Allen, David F.
Institution	Association for Institutional Research
Titel	SAIR and NCAIR Best Paper: Academic Confidence and the Impact of a Living-Learning Community on Persistence [Konferenzbericht] Paper presented at the Annual Forum of the Association for Institutional Research (51st, Toronto, Ontario, May 21-25, 2011).
Quelle	(2011), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Colleges; College Freshmen; Student Educational Objectives; Intention; College Transfer Students; Academic Achievement; Academic Persistence; Grade Point Average; Structural Equation Models; Summer Programs; Transitional Programs; Program Effectiveness; Educational Attainment; Educational Research + Suchen Sie Ihr Suchwort? Studienanfänger; Hochschulwechsel; Schulwechsel; Studienortwechsel; Schulleistung; Sommerkurs; Bildungsabschluss; Bildungsgut; Bildungsforschung; Pädagogische Forschung
Abstract	Academic confidence cultivated within the context of learning communities may be an important key to student success. This study examined the structural relationships of four constructs on academic performance and persistence for summer bridge learning community (SBLC) and non-SBLC members. Constructs included (1) student background, (2) academic confidence, (3) desire to finish college, and (4) intent to transfer. SBLC participants ended their freshman year with significantly higher GPAs and returned the following year at greater rates than non-SBLC members. Even though it was found that none of the constructs directly influenced persistence for either group, a significant direct effect of academic confidence on academic performance was found for SBLC members. This study demonstrates clearly that in spite of budgetary constraints, learning community models work; students in SBLCs generally show more positive outcomes (i.e., first year GPA and persistence to year two) than non-SBLC students. The statistical power of structural equation modeling is demonstrated and policy implications are discussed. (Contains 2 figures and 6 tables.) (As Provided).
Anmerkungen	Association for Institutional Research. 1435 East Piedmont Drive Suite 211, Tallahassee, FL 32308. Tel: 850-385-4155; Fax: 850-383-5180; e-mail: air@airweb.org; Web site: http://www.airweb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10