College Completion: A Longitudinal Examination of the Role of Developmental and Specific College Experiences

Autor/inn/en	Larose, Simon; Duchesne, Stéphane; Boivin, Michel; Vitaro, Frank; Tremblay, Richard E.
Titel	College Completion: A Longitudinal Examination of the Role of Developmental and Specific College Experiences
Quelle	In: International Journal of School & Educational Psychology, 3 (2015) 3, S.143-156 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2015.1044631
Schlagwörter	Educational Attainment; Educational Experience; Longitudinal Studies; Socioeconomic Background; Role; Prediction; Higher Education; French; Social Behavior; Mothers; Child Rearing; Family Structure; Educational Background; Age; Birth; Kindergarten; Student Records; Elementary Secondary Education; Social Integration; College Students; Student School Relationship; Regression (Statistics); Academic Achievement; Academic Aspiration; Correlation; Foreign Countries; Canada; Student Adaptation to College Questionnaire + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Bildungserfahrung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sozioökonomische Lage; Rollen; Vorhersage; Hochschulbildung; Hochschulsystem; Hochschulwesen; Französisch; Social behaviour; Soziales Verhalten; Mother; Mutter; Kindererziehung; Familienkonstellation; Familiensystem; Vorbildung; Alter; Lebensalter; Geburt; Schülerakte; Soziale Integration; Collegestudent; Schüler-Lehrer-Beziehung; Regression; Regressionsanalyse; Schulleistung; Korrelation; Ausland; Kanada
Abstract	Using a 17-year longitudinal design, this study examined the role of personal and family factors assessed early in life, and also academic and social experiences assessed in the first year of college, in predicting college completion. We followed a sample of 444 French-speaking Canadian children from middle to upper socioeconomic backgrounds (66% boys and 34% girls; 6 years old at study onset). We assessed social behaviors (i.e., aggressive-disruptive, anxiety-withdrawal, and prosocial behaviors), mothers' child-rearing practices (i.e., discipline and pleasure), and family resources (i.e., family structure, mothers' education, and mothers' age at the birth of the first child) at kindergarten; academic records in elementary and high school; and academic and social integration in college (i.e., adjustment to academic requirements, academic success, participation in social activities, and attachment to the institution). College completion at age 23 years was obtained from national official records. Using logistic regression analysis, we found that previous social behaviors, academic records, and family experiences had greater impact on college completion than did the quality of students' academic and social integration in college. We propose some avenues to better understand how precollege factors can improve a child's academic trajectory, college aspirations, and chances of success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01