A Mixed Methods Case Study: Understanding the Experience of Nebraska 4-H Participants Relative to Their Transition and Adaptation to College

Autor/in	Walahoski, Jill
Titel	A Mixed Methods Case Study: Understanding the Experience of Nebraska 4-H Participants Relative to Their Transition and Adaptation to College
Quelle	(2013), (174 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Nebraska - Lincoln
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-1495-6
Schlagwörter	Hochschulschrift; Dissertation; Youth Programs; Mixed Methods Research; Case Studies; College Preparation; Student Adjustment; Readiness; Questionnaires; High School Graduates; Interviews; Program Effectiveness; Student School Relationship; Emotional Adjustment; Social Adjustment; Teacher Attitudes; Nebraska; Student Adaptation to College Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Jugendsofortprogramm; Case study; Fallstudie; Case Study; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Fragebogen; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Interviewing; Interviewtechnik; Schüler-Lehrer-Beziehung; Emotionale Anpassung; Soziale Anpassung; Lehrerverhalten
Abstract	This mixed methods case study was designed to assess the preparedness of former Nebraska 4-H participants to successfully transition and adjust to college. The study also sought to understand the way that students' experiences in Nebraska 4-H may have influenced their readiness to transition to college. The initial quantitative stage of this case study administered the Student Adaptation to College Questionnaire to former 4-H participants who were recent high school graduates. Latter qualitative stages included interviews with staff regarding the practices and strategies they employed related to preparing young people for college and interviews with former 4-H participants selected from the survey sample. The results of the quantitative analysis indicated that generally, former 4-H participants reported a positive adaptation to college. Significant differences were found between the variable groups or with the influence of the covariate in the clusters of (a) Attachment: This College; (b) Personal and Emotional Adjustment: Psychological; (c) Personal and Emotional Adjustment: Physical; (d) Social Adjustment: General; and (e) Social Adjustment: Social Environment. Student's reporting different engagement levels in 4-H reported significant differences in their attachment to college and in their general social adjustment to college. The qualitative analysis discovered that staff and former 4-H participants both credit the cumulative 4-H experience and the multiple opportunities to explore interests, potential career areas and colleges as influential in the preparing young people for the transition to college. Additionally, both groups recognize that 4-H results in skill development relevant to a successful transition to college, especially networking, public speaking, and independence. Ultimately, the findings in this study indicate that the Nebraska 4-H experience positively contributes to the college readiness equation for its participants. Implications for nonformal youth development and suggestions for future research are discussed. [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	2020/1/01