Behavior-Based Student Typology: A View from Student Transition from High School to College

Autor/inn/en	Mu, Lanlan; Cole, James
Titel	Behavior-Based Student Typology: A View from Student Transition from High School to College
Quelle	In: Research in Higher Education, 60 (2019) 8, S.1171-1194 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-019-09547-x
Schlagwörter	Student Adjustment; College Students; Classification; Longitudinal Studies; High School Students; College Environment; Student Characteristics; Environmental Influences + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Collegestudent; Classification system; Klassifikation; Klassifikationssystem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Oberschule; Hochschulumwelt; Environmental influence; Umwelteinfluss
Abstract	Several recent studies have successfully identified college student typologies based on individuals' behaviors. One limitation of past studies has been their reliance on one-time cross-sectional assessments. As a result, we are left to ponder the stability of students' behavioral types as their academic years move forward. This study used longitudinal student data from high school to college, to investigate the stability of a behavior-based student typology. Guided by findings in behavioral consistency from personality psychology, this study explored the associations of higher education institution's structure, and supportive elements of the environment and the transition of students' behavior-based types. The results showed that, in high school and higher education settings, students' behaviors in a variety of activities classified students into four types. In the higher education setting, about half of the students were of the same behavioral type while the remaining students engaged in changes as compared with their behavior-based types in high school. Students' background characteristics and institutional environment demonstrated an association related to these shifts. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01