Structuring the environment to improve outcomes

Baird, Leonard L.

doi:10.1002/he.36919761603

Cited by 7 publications

(5 citation statements)

References 20 publications

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“…Astin, 1977Astin, , 1993Endo and Harpel, 1982;Pace 1984Pace , 1990Terenzini & Wright, 1987). This approach is used because it generates data that are consistent with measures of actual outcomes (Baird, 1976). Pace (1990) advanced five reasons to accept the validity of student self-reports of cognitive achievement: a) consistency of results over time and across different populations, b) the fact that patterns of outcomes vary for self-reports across majors and length of study in the same manner as has been established through direct achievement testing, c) the internal consistency of questionnaire responses across different items on the same dimension, d) the fact that reported growth follows expected patterns of experience, and e) apparent student seriousness and engagement with the instrument itself.…”

Section: Self-report Measurementmentioning

confidence: 98%

Nonverbal immediacy and cognitive learning: A cross‐cultural investigation

McCroskey

Sallinen

Fayer

et al. 1996

Communication Education

134

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Section: Self-report Measurementmentioning

confidence: 98%

Nonverbal immediacy and cognitive learning: A cross‐cultural investigation

McCroskey

Sallinen

Fayer

et al. 1996

Communication Education

134

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“…Researchers have investigated the ecologies of admissions centers (Williams, 1986), counseling centers (Banning, 1989a; Conyne et al, 1979), college student unions (Banning, 2000), and residence halls and housing (Banning, 1995b; Clemons, McKelfresh, & Banning, 2005). Overall, studies have shown that student-centered campus spaces positively affect retention (Banning, 1984), student success (Baird, 1976), and involvement (Banning, 1989c; Kuh & Schuh, 1991).…”

Section: Literature Reviewmentioning

confidence: 99%

Latina/o Transfer Students’ Selective Integration and Spatial Awareness of University Spaces

Andrade

2017

Journal of Hispanic Higher Education

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Using the framework of physical campus ecology and socio-academic integration moments theory, the researcher sought to identify physical university spaces that successful Latina/o transfer students turned to as sites of positive socio-academic integration. Findings revealed that students developed a keen spatial awareness of comfort spaces where they selectively engaged in moments of socio-academic, nonsocial, and nonacademic integration. This study is important to understand students' perceptions about educational environments and whether universities can provide safe spaces for Latina/os. Resumen Usando el marco de ecología física universitaria y la teoría de momentos de integración socio-académica, los investigadores buscaron identificar espacios físicos universitarios con los que estudiantes exitosos latinos/as de transferencia se apoyan para obtener una integración positiva socioacadémica. Resultados revelaron que los estudiantes desarrollaron una consciencia espacial aguda de los espacios cómodos donde ellos selectivamente se involucraron en momentos socio-académicos, nosociales, y de integración no-académica. Este estudio es importante para entender las percepciones de estudiantes sobre entornos educacionales, y si universidades pueden proveer espacios seguros para estudiantes latina/os.

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“…The contribution of self-efficacy to academic performance is well developed in the literature (Bryan & Bryan, 1981;Chemer, Hu & Gracia, 2001;Hampton & Mason, 2003). In line with this, a handful of studies (Baird, 1976;Ethington & Smart, 1986;Issac et al, 1992;Malaney & Issac, 1988) suggest that students with greater academic achievement and greater academic and social integration at their undergraduate institution are the most likely to pursue graduate studies (Kallio, 1995). Morover, Kalmijn and Kraaykamp (1996) argued that children familiar with cultural and social activities cope well with the subject matter taught in higher levels of education, and they are believed to be more familiar with abstract and intellectual concepts.…”

Section: Theoretical Frameworkmentioning

confidence: 79%

Differential Entry of First and Non-first-generation Students in Higher Education with Reference to India

Wadhwa

2018

Higher Education for the Future

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In India, the inequality in education from the perspective of first-generation learners has drawn little attention. So there is an urgent need to pay attention on the issue of how robust is the effect of first generation in causing educational inequality as the first-generation students are typically confronted with the dynamics of caste-based inequality in addition to their deficiency in the cultural and social capital. In this context, the purpose of the present study is to investigate the rationale behind first-and non-first-generation students' entry into higher education and factors which influence their decision. Methodology of the present study involves a mixed method approach, and data have been collected from the sample of 400 first-year students from Jammu and Kashmir State of India which comprises 200 first-and 200 non-first-generation students. Selfstructured questionnaire and semi-structured interviews have been used for data collection. Factor analysis and independent sample t-test have been used for analysis purpose. Findings of study highlight that perceived family influence, relative functionalism, self-efficacy and significant others to be less powerful factors affecting their pursuit of higher education than non-first-generation students.

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Structuring the environment to improve outcomes

Abstract: The college environment can be changed to promote student progress, but success requires hard thinking and careful planning about six related questions.

Cited by 7 publications

References 20 publications

Nonverbal immediacy and cognitive learning: A cross‐cultural investigation

Nonverbal immediacy and cognitive learning: A cross‐cultural investigation

Latina/o Transfer Students’ Selective Integration and Spatial Awareness of University Spaces

Differential Entry of First and Non-first-generation Students in Higher Education with Reference to India

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