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ERIC Number: ED560358
Record Type: Non-Journal
Publication Date: 2013
Pages: 174
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-6975-9
A Psychosociocultural Framework of College Persistence Wellness for Students on Academic Probation
Moore, Leya
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
Background: There is increased need for a college educated workforce that is prepared to enter high-demand, technical fields (e.g., science, technology, engineering, math, medicine). Universities continue to be held accountable for improving student retention and degree completion. This study sought to understand the cognitive and noncognitive barriers to degree persistence for students on academic probation and for racial/ethnic minority students. A psychosociocultural approach to college persistence wellness was used as a framework to investigate the college-going experiences of racial/ethnic minority undergraduates and students on academic probation. Four noncognitive indicators of persistence were hypothesized as predictive of persistence commitments: appraisals of and coping strategies for being on academic probation, social support for college from mentors, comfort in the cultural environments of college, and everyday awareness of and attention to the college environment. Methods: A survey-based study was conducted at a large, predominantly white university in the Midwest. Participants were undergraduate college students currently enrolled in the university. Participants completed an online survey, and data was analyzed by academic probation status and by race/ethnicity (i.e., racial/ethnic minority students and non-minority students). Survey data was analyzed via descriptive, correlational, and predictive statistics. Results and Discussion: Analysis of the students-on-academic-probation responses indicated that more favorable degree and institution persistence commitments were predicted by the psychosociocultural variable-set and were positively associated with the individual PSC variables: challenge-based stress appraisals, positive perceptions of mentoring, greater comfort in the college environment, and a greater degree of everyday mindful attention and awareness at college. For students on academic probation and racial/ethnic minority students, perceptions of the college environment had the largest unique predictive and correlational relationship with persistence commitments. Conclusion: Universities can continue in efforts to enhance the noncognitive aspects of the college-going experiences for students on academic probation and for racial/ethnic minority students. Of unique importance is the need for universities to improve the cultural comfort of the college environment in order to facilitate students' more favorable persistence commitments and well-being during college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A