التفاصيل البيبلوغرافية
| العنوان: |
Skill, Will, and Self-Regulation: Assessing the Learning and Study Strategies of University Summer Bridge Program Students |
| المؤلفون: |
Jean-Louis, Gerardine |
| المساهمون: |
DuCette, Joseph P., Farley, Frank, Stahler, Gerald, Schifter, Catherine, Lombardi, Doug |
| بيانات النشر: |
Temple University Libraries |
| سنة النشر: |
2014 |
| المجموعة: |
Temple University Digital Collections |
| مصطلحات موضوعية: |
Educational psychology, Education, academically underprepared college students, cognitive skills, learning and study strategies, motivational strategies, self-regulation, summer bridge program students |
| الوصف: |
Educational Psychology ; Ph.D. ; Colleges and universities face a critical challenge in addressing the educational needs of their academically underprepared students. With college dropout rates increasingly rising, post-secondary institutions must ensure that these students have both the knowledge and the skills necessary to succeed in higher education and beyond. The aim of this study was to investigate the learning and study strategies and skills of students participating in a university summer bridge program (SBP), which is a 6-week, high-school-to-college transition program for academically underprepared, at-risk, first-year students (as defined by the university). The relationships between SBP students' learning and study strategies and two measures of college achievement (first-year GPA and first-to-second-year persistence) were investigated using a two-phase, mixed-methods explanatory design. In Phase 1 of the study, the Learning and Study Strategies Inventory (LASSI) profiles of SBP students (N = 266) were examined. The LASSI, an 80-item, self-report questionnaire, is used to assess students' knowledge and use of various cognitive, motivational, and self-regulatory strategies that contribute to strategic learning. In Phase 2 of the study, semi-structured interviews were conducted to follow-up with purposefully selected SBP students (n = 4) during their sophomore year at the university. Results of the study found that selecting main ideas and test strategies (LASSI) scales were significant predictors of first-year college GPA. Motivation, as assessed by the LASSI, was a significant predictor of first-to-second-year college persistence. Interviews conducted in Phase 2 of the study expand on these findings. Implications for educational policy and practice are highlighted. ; Temple University--Theses |
| نوع الوثيقة: |
thesis |
| وصف الملف: |
Application/PDF; 1605126 Bytes |
| اللغة: |
English |
| العلاقة: |
TETDEDXJeanLouis-temple-0225E-12011; http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/302990Test |
| الإتاحة: |
http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/302990Test |
| حقوق: |
The author has granted Temple University a limited, non-exclusive, royalty-free license to reproduce his or her dissertation, in whole or in part, in electronic or paper form and to make it available to the general public at no charge. This permission is granted in addition to rights granted to ProQuest. The author retains all other rights. |
| رقم الانضمام: |
edsbas.460B98B4 |
| قاعدة البيانات: |
BASE |
