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An Investigation of Sociodemographic...

da Silva, Tricia Lara.

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An Investigation of Sociodemographic and Functional Influences on Academic Outcomes in a Canadian University and in a Cross-national Comparison.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Investigation of Sociodemographic and Functional Influences on Academic Outcomes in a Canadian University and in a Cross-national Comparison./
Author:	da Silva, Tricia Lara.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	308 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
Contained By:	Dissertations Abstracts International80-06A.
Subject:	Canadian studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10825926
ISBN:	9780438680036

An Investigation of Sociodemographic and Functional Influences on Academic Outcomes in a Canadian University and in a Cross-national Comparison.
da Silva, Tricia Lara.

An Investigation of Sociodemographic and Functional Influences on Academic Outcomes in a Canadian University and in a Cross-national Comparison. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 308 p.

Source: Dissertations Abstracts International, Volume: 80-06, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2018.

This item must not be sold to any third party vendors.

Postsecondary institutions worldwide are concerned about rising rates of student underperformance and drop-out. Research suggests that several sociodemographic, psychosocial and academic functioning factors may be contributory. The extent of the problem and the type of contributors also appear to vary by world region and citizenship status. The main objectives of the current research were to evaluate the relative impact of key contributing factors (derived from published literature) on academic outcomes among local-born, immigrant and international students in a Canadian university, and in a cross-national comparison between Canadian and Malaysian university students. A series of three inter-related investigations were conducted at the University of Toronto Scarborough (UTSC) and Universiti Kebangsaan Malaysia (UKM). Statistical methods included linear and logistic regression analyses to identify contributors to academic outcomes. The first study evaluated retrospective data from UTSC administrative records that contained only a few demographic variables. It found that non-Canadian citizenship status was associated with negative academic outcomes, and that gender and first language were influential across student groups. The second study was a prospective evaluation at UTSC using a large set of variables drawn from the literature. It found that several psychosocial variables were associated with academic failure across student groups, but citizenship, gender and first language had no impact. The third study was a prospective, cross-national comparison between UTSC and UKM using a similar set of variables. It found that while local-born Canadians were mostly affected by psychosocial determinants, local-born Malaysians were more influenced by factors related to academic functioning. Taken together, the results suggest that irrespective of students' backgrounds, psychosocial and academic functioning factors are more relevant to their academic outcomes than sociodemographic factors. Further, students' life experiences, i.e. family and societal environments, major life events, and adjustments to postsecondary life, appear to be key influences on their academic outcomes, as reflected by these factors. The findings are also a good fit with several Western-developed theories of student development that had been little evaluated in non-Western world regions or with non-local-born students previously. The results may also have significant implications for institutional retention strategies to enhance student well-being and academic success.

ISBN: 9780438680036Subjects--Topical Terms:

2122858
Canadian studies.

An Investigation of Sociodemographic and Functional Influences on Academic Outcomes in a Canadian University and in a Cross-national Comparison.
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245 1 3 $a An Investigation of Sociodemographic and Functional Influences on Academic Outcomes in a Canadian University and in a Cross-national Comparison.
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300 $a 308 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Ravindran, Arun V.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Postsecondary institutions worldwide are concerned about rising rates of student underperformance and drop-out. Research suggests that several sociodemographic, psychosocial and academic functioning factors may be contributory. The extent of the problem and the type of contributors also appear to vary by world region and citizenship status. The main objectives of the current research were to evaluate the relative impact of key contributing factors (derived from published literature) on academic outcomes among local-born, immigrant and international students in a Canadian university, and in a cross-national comparison between Canadian and Malaysian university students. A series of three inter-related investigations were conducted at the University of Toronto Scarborough (UTSC) and Universiti Kebangsaan Malaysia (UKM). Statistical methods included linear and logistic regression analyses to identify contributors to academic outcomes. The first study evaluated retrospective data from UTSC administrative records that contained only a few demographic variables. It found that non-Canadian citizenship status was associated with negative academic outcomes, and that gender and first language were influential across student groups. The second study was a prospective evaluation at UTSC using a large set of variables drawn from the literature. It found that several psychosocial variables were associated with academic failure across student groups, but citizenship, gender and first language had no impact. The third study was a prospective, cross-national comparison between UTSC and UKM using a similar set of variables. It found that while local-born Canadians were mostly affected by psychosocial determinants, local-born Malaysians were more influenced by factors related to academic functioning. Taken together, the results suggest that irrespective of students' backgrounds, psychosocial and academic functioning factors are more relevant to their academic outcomes than sociodemographic factors. Further, students' life experiences, i.e. family and societal environments, major life events, and adjustments to postsecondary life, appear to be key influences on their academic outcomes, as reflected by these factors. The findings are also a good fit with several Western-developed theories of student development that had been little evaluated in non-Western world regions or with non-local-born students previously. The results may also have significant implications for institutional retention strategies to enhance student well-being and academic success.
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