Exploring Individual and Interpersonal Level Factors Associated with Academic Success of College Students at a Women’s, Faith-based Higher Institution

Abstract

The present study investigated how spirituality, peer connections, and social integration relate to academic resiliency, academic self-efficacy, academic integration, and institutional commitment of college students who identify as female. A sample of 372 undergraduates (ages 18-26) at a Catholic University completed Mapworks survey containing institution-specific questions and spirituality items in Spring 2018. Pearson correlation was used to examine the bivariate relationships between the variables. Canonical correlation analysis (CCA) was conducted to determine if relationships exist among the predictor variables (spirituality, peer connections, social integration) and the criterion variables (academic resiliency, academic self-efficacy, academic integration, institutional commitment). Academic resiliency was the only contributor to the synthetic criterion variable. The contributions of academic self-efficacy, academic integration and institutional commitment to the synthetic criterion variable were very negligible. Social integration and peer connections were the primary contributors to the predictor synthetic variable, with a secondary contribution by spirituality. Social integration, peer connections, and spirituality were all positively related to academic resiliency. Simultaneously addressing the social and spiritual well-being of college students, particularly those who have self-selected to attend a women’s college, are crucial to promoting their academic success.

The Associations Between Sensory Processing Sensitivity and the Big Five Personality Traits in a Japanese Sample

“…The squared canonical correlation coefficients of .55, .24, and .04 for Functions 1, 2, and 3, respectively ( p s < .01), indicate that the commonality between SPS and the Big Five traits was about 55%, 24%, and 4% for each Function. Because the commonality between the two constructs was relatively low and most of the structured coefficients (i.e., correlation coefficients between a synthetic variable and an observed variable) were not noteworthy (| r s |s < .45; Ekwonye & DeLauer, 2019), it was difficult to interpret the Functions 2 and 3 results. However, Function 1 had acceptable structured coefficients for all the components except conscientiousness (| r s |s > .45; Ekwonye & DeLauer, 2019).…”

“…Because the commonality between the two constructs was relatively low and most of the structured coefficients (i.e., correlation coefficients between a synthetic variable and an observed variable) were not noteworthy (| r s |s < .45; Ekwonye & DeLauer, 2019), it was difficult to interpret the Functions 2 and 3 results. However, Function 1 had acceptable structured coefficients for all the components except conscientiousness (| r s |s > .45; Ekwonye & DeLauer, 2019). Thus, the results of canonical correlation analysis should be interpreted based on Function 1…”

Resilience Quotient of Undergraduate Accounting Students in a Private College

“…The healthy interactions with the external environment forces develop a sense of well-being. Ekwonye & DeLauer (2019) add that social integration and peer connections are positively correlated to academic resiliency. As such, the whole school community develops the resilience of its students in which Franklin (2017) noted that school climate, the role of teacher-student and counselor relationships are important in the development of resilience in students while Lee (2009) notes on the role of caring and supportive adults.…”

“…There are several academic factors associated with resilience as well. Chow, Tang, Chan, Sit & Choi (2018) found that resilience was a significant predictor of well-being while hope (Botor, 2019), self-efficacy (Cassidy, 2015), optimism (Molinero, Zayas, González & Guil, 2018), peer connections and spirituality (Ekwonye & DeLauer, 2019) significantly predict resilience. As resilient students interact with the environment (Zautra, 2009), the role of school, teachers and counselors are primarily important (Franklin, 2017).…”

Development and Validation of the Spiritual Impact Rating Scale for Women (SIRSW): A Tool for Assessing College Women&#39;s Spirituality

“…Increasing numbers of college students not only consider themselves spiritual but seek out opportunities to help them grow spiritually (Kuh & Gonyea, 2006;Astin et al, 2004). Spirituality impacts student outcomes such as mental health (Dhama et al, 2017;Deb, McGirr, & Sun, 2016), academic resilience, (Ekwonye & DeLauer, 2019), and healthy behaviors (Hooker, Masters, & Carey, 2014;Mehri, Solhi, Garmaroudi, Nadrian, & Sighaldeh, 2016). A review of 20 research studies found a positive association between relational spirituality and quality of life across different age groups, including young adults (Counted, Possamai, & Meade, 2018).…”