東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Timing Implications of Non-Cognitive...

Wettergren, Steven Scott.

FindBook

Google Book

Amazon

博客來

Timing Implications of Non-Cognitive Skills Training as a Determining Factor for College Success.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Timing Implications of Non-Cognitive Skills Training as a Determining Factor for College Success./
作者:	Wettergren, Steven Scott.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	87 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
標題:	Higher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30573670
ISBN:	9798379960278

Timing Implications of Non-Cognitive Skills Training as a Determining Factor for College Success.
Wettergren, Steven Scott.

Timing Implications of Non-Cognitive Skills Training as a Determining Factor for College Success. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 87 p.

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (D.Ed.)--University of St. Francis, 2023.

Students coming into college lack the basic non-cognitive skills necessary for success in higher education. As a result, many students struggle in their early courses. Most college admissions focus on cognitive measures such as high school grade point averages (GPA) and high-stakes exams; however, these factors alone are not the sole predictors of student success. By studying when students develop these non-cognitive skills, schools can narrow the perception gap in student preparedness and increase overall first-year student performance. This study was a quasi-experimental, quantitative design to examine the academic performance of college students in their first year who received non-cognitive skills training before starting college with those who received it during their freshman seminar program at a private Midwest faith-based liberal arts university, using the results from the Noel Levitz College Student Inventory© (CSI) as an indicator of non-cognitive skills training in comparison to first-year student performance as measured by GPA, credits attempted versus earned, and retention. By comparing GPA, credits attempted versus earned, and retention of students who self-reported high on the CSI in non-cognitive skill areas with those who self-reported as low to determine the impact of a first-year experience course, the results showed that non-cognitive skills impact student success as measured by GPA, retention, and credits attempted versus earned. Moreover, while the study did not show any conclusive results between the students with non-cognitive skills training before college and those who received it during their first semester, it still showed an impact overall and further supports what other studies have also found (Anderson et al., 2020). Developing non-cognitive skills, at any point, can better prepare students for the rigor of college.

ISBN: 9798379960278Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

College readiness

Timing Implications of Non-Cognitive Skills Training as a Determining Factor for College Success.
LDR:03049nmm a2200385 4500 001 2402149
005 20241028051438.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798379960278
035 $a (MiAaPQ)AAI30573670
035 $a AAI30573670
035 $a 2402149
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wettergren, Steven Scott. $3 3772368
245 1 0 $a Timing Implications of Non-Cognitive Skills Training as a Determining Factor for College Success.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 87 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
500 $a Advisor: Demas, Jean.
502 $a Thesis (D.Ed.)--University of St. Francis, 2023.
520 $a Students coming into college lack the basic non-cognitive skills necessary for success in higher education. As a result, many students struggle in their early courses. Most college admissions focus on cognitive measures such as high school grade point averages (GPA) and high-stakes exams; however, these factors alone are not the sole predictors of student success. By studying when students develop these non-cognitive skills, schools can narrow the perception gap in student preparedness and increase overall first-year student performance. This study was a quasi-experimental, quantitative design to examine the academic performance of college students in their first year who received non-cognitive skills training before starting college with those who received it during their freshman seminar program at a private Midwest faith-based liberal arts university, using the results from the Noel Levitz College Student Inventory© (CSI) as an indicator of non-cognitive skills training in comparison to first-year student performance as measured by GPA, credits attempted versus earned, and retention. By comparing GPA, credits attempted versus earned, and retention of students who self-reported high on the CSI in non-cognitive skill areas with those who self-reported as low to determine the impact of a first-year experience course, the results showed that non-cognitive skills impact student success as measured by GPA, retention, and credits attempted versus earned. Moreover, while the study did not show any conclusive results between the students with non-cognitive skills training before college and those who received it during their first semester, it still showed an impact overall and further supports what other studies have also found (Anderson et al., 2020). Developing non-cognitive skills, at any point, can better prepare students for the rigor of college.
590 $a School code: 1675.
650 4 $a Higher education. $3 641065
650 4 $a Education. $3 516579
650 4 $a Educational tests & measurements. $3 3168483
653 $a College readiness
653 $a College success
653 $a First-year experience
653 $a Non-cognitive skills
690 $a 0745
690 $a 0515
690 $a 0288
710 2 $a University of St. Francis. $b Education. $3 3181102
773 0 $t Dissertations Abstracts International $g 85-02A.
790 $a 1675
791 $a D.Ed.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30573670