Integrating Social Emotional Skill Development throughout College Access Program Activities: A Profile of the Princeton University Preparatory Program

Autor/inn/en	Millett, Catherine M.; Kevelson, Marisol J. C.
Titel	Integrating Social Emotional Skill Development throughout College Access Program Activities: A Profile of the Princeton University Preparatory Program
Quelle	In: Journal of College Access, 5 (2020) 1, S.32-53, Artikel 5 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2333-715X
Schlagwörter	Social Development; Emotional Development; College Preparation; High School Students; College Students; College Graduates; Student Attitudes; Alumni; Help Seeking; Thinking Skills; Program Effectiveness; Student Participation + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Hochschulabsolvent; Hochschulabsolventin; Schülerverhalten; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Denkfähigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	In a prior study (Millett & Kevelson, 2018a), we demonstrated that college access program participants have positive views of the extent to which the program supports the development of their social and emotional skills and related college help-seeking behaviors in college. In this follow-up study, we explore the extent to which participant views vary by length of participation in the program in high school (i.e., dosage) and the extent to which alumni enrolled in college differ from college graduate alumni in their perceptions of the influences of the college access program. Results reveal that a multi-year college access program may influence different social and emotional skills over the course of the program, and dosage may matter. Moreover, alumni perceptions may differ depending on the stage of life they are in. Overall, the study findings reiterate that college access programs may help low income, high-achieving students develop social and emotional skills and prepare program alumni to successfully navigate college life. (As Provided).
Anmerkungen	Journal of College Access. 1903 W. Michigan Avenue, Kalamazoo, MI 49008. Web site: http://scholarworks.wmich.edu/jca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01