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An Exploration of Undeclared Students' Expectations of Experiences for Faculty Interactions and Co-Curricular Involvement.

机译：未申报的学生对教师互动和共同课程参与体验的期望的探索。

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摘要

Student persistence and achievement are areas of significant concern for institutions of higher education. With national college graduation rates hovering in the 50% range, it is important for colleges and universities to understand which student characteristics and campus environments lead to greater success, as well as the expectations students have of the college experience.;Research on undeclared students is vast and dates back more than 70 years, and many of the seminal studies and respected research data have led to the perception that they are at higher risk of attrition and have lower levels of academic achievement than their declared peers. Research also shows that the two most important ways to help students connect to institutions is through faculty interactions and involvement in clubs and organizations. A new and growing body of research on student expectations posits that students who have unmet expectations of the college experience are also at higher risk of attrition. This study sought to integrate those three research concepts and analyze the expectations of undeclared students to determine if undeclared students had lower expectations of the college experience than their declared peers, specifically as those expectations relate to interactions with faculty and involvement in clubs and organizations. This study also sought to determine if undeclared students had lower levels of academic achievement or persistence than their declared peers.;Using the College Student Expectations Questionnaire (CSXQ), this research analyzed the expectations of 3,219 first time in college (FTIC) students at a large, metropolitan, public university in the South who responded to the CSXQ during summer 2008 orientation.;Results indicated that although differences were discovered between undeclared and declared students for expectations of student-faculty interaction and for expectations of involvement in clubs and organizations, the low effect sizes indicated that the differences could not be attributed directly to declaration of major. Results also indicated that undeclared students did not persist at rates statistically significantly different than their declared peers, nor did they achieve lower GPAs or fewer credit hours.;While this study did not reveal statistically significant differences for any of the dependent variables, this research is beneficial in that these results contribute to the research findings that undeclared students are not attrition prone or less likely to achieve. More current research is needed on the population of undeclared students to determine if the perceptions are outdated and no longer generalizable to today's generation of students. Additionally, more research is needed on the expectations of students, in general, to determine what impact, if any, those expectations have on student interactions with the college environment and on the outcomes of persistence, achievement, and graduation.
机译：学生的毅力和成就是高等教育机构非常关注的领域。随着全国大学毕业率徘徊在50％的范围内，对于高校来说，重要的是要了解哪些学生特征和校园环境可以带来更大的成功，以及学生对大学经历的期望。它的历史可追溯至70多年，许多开创性研究和受人尊敬的研究数据已使人们认识到，与被宣告的同行相比，他们面临的流失风险更高，学术成就水平更低。研究还表明，帮助学生与机构建立联系的两种最重要的方法是通过教师互动以及参与俱乐部和组织。关于学生期望的新的和不断增长的研究表明，对大学经历的期望未得到满足的学生也面临着更高的流失风险。本研究旨在整合这三个研究概念并分析未申报学生的期望，以确定未申报学生对大学经历的期望是否低于其已申报同龄人，特别是因为这些期望与与教师的互动以及与俱乐部和组织的参与有关。这项研究还试图确定未申报学生的学业成就或毅力水平是否低于申报的同龄人。使用大学生期望调查表（CSXQ），本研究分析了3,219名首次进入大学（FTIC）的学生的期望南部的大型城市公立大学，在2008年夏季入学前对CSXQ做出了回应。结果表明，尽管未申报学生和申报学生之间对学生与教师互动的期望以及参与俱乐部和组织的期望有所不同，低效程度表明差异不能直接归因于主要声明。结果还表明，未申明的学生在统计学上的坚持率与宣告的同龄人没有显着差异，也没有达到较低的GPA或更少的学分时数。虽然本研究没有显示任何因变量的统计学显着性差异，但本研究有益的是，这些结果有助于未申报学生不易流失或难以实现的研究结果。需要对未申报学生群体进行更多最新研究，以确定这种看法是否过时并且不再能推广到当今的学生时代。此外，通常需要对学生的期望进行更多的研究，以确定这些期望对学生与大学环境的互动以及持久性，成就和毕业结果的影响（如果有）。

著录项

  • 作者

    Kittendorf, Lorie Anne.;

  • 作者单位

    University of South Florida.;

  • 授予单位 University of South Florida.;
  • 学科 Higher education administration.;Higher education.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 130 p.
  • 总页数 130
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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