Positive Youth Development and Undergraduate Student Retention

Demetriou, Cynthia; Powell, Candice

doi:10.2190/cs.16.3.f

Cited by 16 publications

(25 citation statements)

References 29 publications

(43 reference statements)

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“…Student persistence and retention is one of the most researched areas in higher education with its origins dating back to the 1600s (Demetriou & Schmitz-Sciborski, 2011;Tinto, 2006). More than one-fourth of students entering a 4year college depart by the conclusion of their first year leading to a growing interest in the areas of attrition and retention (Tillman, 2002).…”

Section: Guiding Frameworkmentioning

confidence: 99%

Addressing the Sophomore Slump: First-Generation College Students’ Completion of Year Two of Study in a Rural Bachelor’s Degree Granting College

Capik

Shupp

2021

Journal of College Student Retention: Research, Theory & Pr

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There is limited research on the experiences of first-generation students who have completed their second year and enrolled for a third year in order to continue their studies even though this population of students are the most likely to drop out of college in their second year. The purpose of this qualitative study was to understand how current first-generation college students, who are enrolled or completed the second semester of their sophomore year, experience college as a first-generation student and made the decision to persist toward completing their bachelor’s degree. Through first-hand accounts of participants’ experiences of their time at the university, this study highlights what factors students contributed to their persistence toward graduation. The findings have the potential to facilitate a deeper understanding of what stakeholders working with first-generation college students can do to assist in retention efforts of this population.

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Section: Guiding Frameworkmentioning

confidence: 99%

Addressing the Sophomore Slump: First-Generation College Students’ Completion of Year Two of Study in a Rural Bachelor’s Degree Granting College

Capik

Shupp

2021

Journal of College Student Retention: Research, Theory & Pr

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“…Recent research on college student retention focuses on a psychological perspective of positive youth development (PYD) for engaging disconnected youth. PYD provides youth with opportunities and resources to develop a sense of belonging, competence, usefulness, and ultimately empowerment for self‐sufficiency (Demetriou & Powell, ). PYD utilizes the Five Cs Model that emphasizes competence, character, confidence, caring, and connection (Day, Riebschleger, Dworsky, Damashek, & Fogarty, ; Geldhof et al., ).…”

Section: A Structured Support System For Foster Youth Community Collementioning

confidence: 99%

“…PYD utilizes the Five Cs Model that emphasizes competence, character, confidence, caring, and connection (Day, Riebschleger, Dworsky, Damashek, & Fogarty, ; Geldhof et al., ). In PYD, college age youth are viewed as active participants in shaping their own development (Demetriou & Powell, ).…”

Section: A Structured Support System For Foster Youth Community Collementioning

confidence: 99%

Creating a Structured Support System for Postsecondary Success

White¹

2018

New Drctns Community Coll

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Some of the most vulnerable of all students entering postsecondary education are those who are, or have been, part of the foster care system in each state because they encounter academic, financial, legal, and social challenges within a disaggregated system of supports (Pecora et al., 2012;Sarubbi, Parker, & Sponsler, 2016). The majority of foster youth enter postsecondary education at a community college (Kirk & Day, 2011) placing the colleges front and center in foster youth postsecondary attainment. Community colleges, with strong ties to local communities and (in most contexts) shared linkages to local government services, are ideally situated to provide a structured support system for foster youth to have college success.Foster youth enter postsecondary education as an underrepresented and vulnerable student population. Other authors in this issue have addressed the challenges foster youth face in the transition to, and completion of, postsecondary education. This chapter will review recent foster youth postsecondary state policy enactments and implementation, followed by examples of foster youth programs at the state and institutional level. The chapter will then propose a structured support system to assist community college leaders in establishing or expanding student services in support of foster youth. Foster Youth Postsecondary State-Level Programs and PoliciesSince 2000, twenty-eight states have enacted policy in the form of tuition assistance to increase the likelihood of foster youth entering postsecondary education (Sarubbi et al., 2016

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“…The model is mainly concerned with institutional factors, but also takes into consideration how personal characteristics can affect the decision to quit. Originally, there was less focus on individual dispositions, but during the last few decades, the importance of motivational aspects for persistence and dropping out has been acknowledged (Demetriou & Schmitz-Sciborski, 2011;Tinto, 2017).…”

Section: Introductionmentioning

confidence: 99%

Initial motivation and drop-out in nursing and business administration programmes

Nesje

Wiers‐Jenssen²

2023

Tert Educ Manag

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While intrinsic motivation is often seen as the ideal form of motivation for entering higher education, students may also have external motivations related to the life after graduation. There has been limited focus on how different enrolment motivations are related to dropping out of higher education. In this study, we investigated how motivations and dropping out are related in nursing programmes versus business administration programmes. The study demonstrates that type of motivation predicts the risk of dropping out differently for students of the two study programmes. For nursing students, intrinsic motivation reduces the risk of leaving the programme before completion, while for business administration students an instrumental type of motivation related to status and money reduces this. The study nuances the assumption that intrinsic motivation for choosing a study programme is the most favourable form of motivation when it comes to persistence through the programme.

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Positive Youth Development and Undergraduate Student Retention

Cited by 16 publications

References 29 publications

Addressing the Sophomore Slump: First-Generation College Students’ Completion of Year Two of Study in a Rural Bachelor’s Degree Granting College

Addressing the Sophomore Slump: First-Generation College Students’ Completion of Year Two of Study in a Rural Bachelor’s Degree Granting College

Creating a Structured Support System for Postsecondary Success

Initial motivation and drop-out in nursing and business administration programmes

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