東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Navigating a Different World: Effect...

Jones, Tiffany M.

Linked to FindBook

Google Book

Amazon

博客來

Navigating a Different World: Effects of a Text-Message Intervention on Fostering Faculty-Student Interactions, Belonging, and Persistence Among First-Generation College Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Navigating a Different World: Effects of a Text-Message Intervention on Fostering Faculty-Student Interactions, Belonging, and Persistence Among First-Generation College Students./
Author:	Jones, Tiffany M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	165 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
Contained By:	Dissertations Abstracts International82-05B.
Subject:	Counseling psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28152363
ISBN:	9798691230783

Navigating a Different World: Effects of a Text-Message Intervention on Fostering Faculty-Student Interactions, Belonging, and Persistence Among First-Generation College Students.
Jones, Tiffany M.

Navigating a Different World: Effects of a Text-Message Intervention on Fostering Faculty-Student Interactions, Belonging, and Persistence Among First-Generation College Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 165 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: B.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2020.

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

Building a strong relationship with a faculty member is an essential component of the collegiate experience. Linked to a host of positive academic and social outcomes, faculty-student interactions may be especially beneficial for first-generation college students (FGCS). However, upon arriving to campus, FGCS are far less likely to interact with faculty, whether formally or informally outside of the classroom (Chang, 2005; Terenzini et al., 1996; Soria & Stebleton, 2012; Arum & Roksa, 2011). The primary purpose of this study was to develop, administer, and evaluate the effectiveness of a 6-week, text message intervention aimed at increasing the frequency and quality of course instructor-student interactions among freshmen and sophomore, first-generation college students (FGCS). Over the course of two academic semesters, 113 FGCS were recruited and randomly assigned to one of three groups: treatment, attention control, or no treatment. Methodology included examining changes in participants' persistence intentions, belonging, communication apprehension, and frequency of course instructor-student interactions across two time points. Contrary to the stated hypotheses, results indicated that at the 6-week follow-up, participants in the treatment group did not significantly differ from participants in the attention control and no treatment groups. Nevertheless, this study contributes to the broader literature on the application of brief technology interventions among collegiate populations. Clinical implications, directions for future research, and limitations are discussed.

ISBN: 9798691230783Subjects--Topical Terms:

924824
Counseling psychology.
Subjects--Index Terms:

First-generation college student

Navigating a Different World: Effects of a Text-Message Intervention on Fostering Faculty-Student Interactions, Belonging, and Persistence Among First-Generation College Students.
LDR:02979nmm a2200409 4500 001 2279625
005 20210823080300.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798691230783
035 $a (MiAaPQ)AAI28152363
035 $a AAI28152363
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jones, Tiffany M. $3 3556687
245 1 0 $a Navigating a Different World: Effects of a Text-Message Intervention on Fostering Faculty-Student Interactions, Belonging, and Persistence Among First-Generation College Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 165 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
500 $a Advisor: Thompson, Mindi N.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Building a strong relationship with a faculty member is an essential component of the collegiate experience. Linked to a host of positive academic and social outcomes, faculty-student interactions may be especially beneficial for first-generation college students (FGCS). However, upon arriving to campus, FGCS are far less likely to interact with faculty, whether formally or informally outside of the classroom (Chang, 2005; Terenzini et al., 1996; Soria & Stebleton, 2012; Arum & Roksa, 2011). The primary purpose of this study was to develop, administer, and evaluate the effectiveness of a 6-week, text message intervention aimed at increasing the frequency and quality of course instructor-student interactions among freshmen and sophomore, first-generation college students (FGCS). Over the course of two academic semesters, 113 FGCS were recruited and randomly assigned to one of three groups: treatment, attention control, or no treatment. Methodology included examining changes in participants' persistence intentions, belonging, communication apprehension, and frequency of course instructor-student interactions across two time points. Contrary to the stated hypotheses, results indicated that at the 6-week follow-up, participants in the treatment group did not significantly differ from participants in the attention control and no treatment groups. Nevertheless, this study contributes to the broader literature on the application of brief technology interventions among collegiate populations. Clinical implications, directions for future research, and limitations are discussed.
590 $a School code: 0262.
650 4 $a Counseling psychology. $3 924824
650 4 $a Higher education. $3 641065
650 4 $a Educational administration. $3 2122799
650 4 $a Educational technology. $3 517670
650 4 $a Educational sociology. $3 519608
650 4 $a Multimedia communications. $3 590562
653 $a First-generation college student
653 $a Persistence
653 $a Text message intervention
653 $a Faculty-student interactions
653 $a Collegiate experience
690 $a 0603
690 $a 0745
690 $a 0558
690 $a 0710
690 $a 0514
690 $a 0340
710 2 $a The University of Wisconsin - Madison. $b Counseling Psychology. $3 3426308
773 0 $t Dissertations Abstracts International $g 82-05B.
790 $a 0262
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28152363