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University 100 Orientation Courses and Living-Learning Communities Boost Academic Retention and Graduation via Enhanced Self-Efficacy and Self-Regulated Learning
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Cambridge-Williams, Tiffany; Winsler, Adam; Kitsantas, Anastasia; Bernard, Elizabeth – Journal of College Student Retention: Research, Theory & Practice, 2013
Nationwide, almost a third of 1st-year college students do not return to begin their sophomore year, and the 5-year graduation rate for undergraduates is only around 40%. It is important for universities to implement interventions, such as freshman transition courses, to help new students adjust to college life and succeed, and it is critical that…
Descriptors: School Orientation, Living Learning Centers, School Holding Power, Self Efficacy
Ethnic and Gender Differences in First-Year College Students' Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation
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D'Lima, Gabrielle Maria; Winsler, Adam; Kitsantas, Anastasia – Journal of Educational Research, 2014
Critical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students…
Descriptors: Racial Differences, Ethnic Groups, Gender Differences, Undergraduate Students