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The relationship between learning an...

Heard, Michael Lynn.

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The relationship between learning and study skills and student persistence in a community college.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The relationship between learning and study skills and student persistence in a community college./
作者:	Heard, Michael Lynn.
面頁冊數:	89 p.
附註:	Adviser: James Esposito.
Contained By:	Dissertation Abstracts International63-02A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3041732
ISBN:	0493551158

The relationship between learning and study skills and student persistence in a community college.
Heard, Michael Lynn.

The relationship between learning and study skills and student persistence in a community college. - 89 p.

Adviser: James Esposito.

Thesis (Ph.D.)--University of Virginia, 2002.

The research contributes to understanding of the problem of persistence in the community college by providing evidence of the nature of the relationship of motivation and anxiety to student persistence.

ISBN: 0493551158Subjects--Topical Terms:

1018008
Education, Community College.

The relationship between learning and study skills and student persistence in a community college.
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035 $a (UnM)AAI3041732
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100 1 $a Heard, Michael Lynn. $3 1262751
245 1 0 $a The relationship between learning and study skills and student persistence in a community college.
300 $a 89 p.
500 $a Adviser: James Esposito.
500 $a Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0473.
502 $a Thesis (Ph.D.)--University of Virginia, 2002.
520 $a The research contributes to understanding of the problem of persistence in the community college by providing evidence of the nature of the relationship of motivation and anxiety to student persistence.
520 $a The community college has become an important avenue by which a large number of people gain access to higher education opportunities. Unfortunately, about half of the students who attend community colleges depart before completing a program of study. This study sought to address the problem of persistence in the community college.
520 $a The purpose of this study was to examine the nature of the relationship between measures of learning, study strategies and student persistence. A sample of 169 students was considered. Recent high school graduates, enrolled full-time at the community college, who had declared a major were the focus of this investigation. These group characteristics were used because previous studies of persistence predictors suggested that age, enrollment status and intent were the most important predictors of student persistence. An ex post facto design was used in the study. The dependent variables were course persistence and program persistence. The independent variables were the scales of the Learning and Study Strategies Inventory (LASSI) (Weinstein, Palmer & Schulte, 1987). Data were analyzed using the Statistical Package for the Social Sciences (SPSS Version 10). Multiple regression procedures were employed.
520 $a The findings were: (1) Motivation and concentration were significant predictors of course persistence; (2) Motivation explained approximately 6 to 7% of the variance in measures of course persistence in the stepwise model but concentration was excluded from the model; (3) Anxiety and self-testing were significant predictors of program persistence; (4) While anxiety explained about 3 to 40 of the variance in program persistence in the stepwise model, self-testing was excluded.
590 $a School code: 0246.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Educational Psychology. $3 1017560
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710 2 0 $a University of Virginia. $3 645578
773 0 $t Dissertation Abstracts International $g 63-02A.
790 $a 0246
790 1 0 $a Esposito, James, $e advisor
791 $a Ph.D.
792 $a 2002
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