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Goegan, Lauren D.; Daniels, Lia M. – Learning Disabilities Research & Practice, 2020
Students with learning disabilities (LD) are attending postsecondary education more than ever, but are also less likely to complete their education compared to non-LD peers. Using the Inputs-Environment-Outcomes model of Astin, we examined students with LD and non-LD peers during their first year of postsecondary studies. Using structural equation…
Descriptors: Students with Disabilities, Learning Disabilities, College Freshmen, Academic Ability
Stupnisky, Robert H.; Stewart, Tara L.; Daniels, Lia M.; Perry, Raymond P. – Contemporary Educational Psychology, 2011
It has been theorized that students are most likely to ask why following unexpected, negative, and/or important events (Weiner, 1985); however, the unique contribution of these precursors to causal search and the resultant cognitions, emotions, and behaviors remain largely unclear. In the current study we examined causal search regarding test…
Descriptors: Academic Achievement, Anxiety, College Freshmen, Influences
Haynes Stewart, Tara L.; Clifton, Rodney A.; Daniels, Lia M.; Perry, Raymond P.; Chipperfield, Judith G.; Ruthig, Joelle C. – Social Psychology of Education: An International Journal, 2011
Failing a course is an acutely negative event for first-year university students, and a major contributor to high attrition rates at North American universities. Despite its prevalence, course failure receives relatively little research attention. What can be done to reduce course failure and help first-year students remain in university? This…
Descriptors: College Freshmen, Academic Failure, Introductory Courses, Psychology
Perry, Raymond P.; Stupnisky, Robert H.; Daniels, Lia M.; Haynes, Tara L. – European Journal of Psychology of Education, 2008
Attributional (explanatory) thinking involves the appraisal of factors that contribute to performance and is instrumental to motivation and goal striving. Little is understood, however, concerning attributional thinking when multiple causes are involved in the transition to new achievement settings. Our study examined such complex attributional…
Descriptors: Attribution Theory, Grade Point Average, Multivariate Analysis, Goal Orientation
Daniels, Lia M.; Stupnisky, Robert H.; Pekrun, Reinhard; Haynes, Tara L.; Perry, Raymond P.; Newall, Nancy E. – Journal of Educational Psychology, 2009
Affect and emotions are frequently seen as outcomes of mastery and performance goals, but affective experiences may also predict goal adoption. In a predictive study (N = 669 first-year college students), the authors used structural equation modeling to estimate relationships from 2 initial affective experiences to mastery and performance-approach…
Descriptors: College Freshmen, Structural Equation Models, Goal Orientation, Psychological Patterns
Stupnisky, Robert H.; Renaud, Robert D.; Daniels, Lia M.; Haynes, Tara L.; Perry, Raymond P. – Research in Higher Education, 2008
While a great deal of research has examined students' critical thinking skills, less is known about students' tendencies to use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think critically or what impact this disposition has on college students' academic achievement. Perceived…
Descriptors: College Freshmen, Academic Achievement, Critical Thinking, Thinking Skills