Hitting the Books Again: Factors Influencing the Intentions of Young Adults to Reenroll in College

Schatzel, Kim; Callahan, Thomas; Davis, Timothy D.

doi:10.2190/cs.15.3.c

Cited by 5 publications

(5 citation statements)

References 48 publications

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“…In the case of the school and college, this comprises students suffering from ADHD, dyslexia, cognitive difficulties, developmental disorders and other learning difficulties (Abikoff et al, 2013;Breaux et al, 2019;Davies et al, 2002;Deng & Xuan, 2009;Evans et al, 2016;Giust & Valle-Riesta, 2017;Green et al, 2011;Janeslätt et al, 2014;Keptner & Rogers, 2019;Kirby et al, 2008;LaCount et al, 2018;Langberg et al, 2013;Lewandowski et al, 2013;Martin et al, 2020;Persson et al, 2017;Prevatt et al, 2017;Reed & Jones, 2021;Reed & Kennett, 2017;Sauvé et al, 2016;Siddiqi & Memon, 2016;Solanto & Scheres, 2021). It is also useful for adult university students who have to combine their studies and work or students from ethnic minorities (Keptner & Rogers, 2019;Meeuwisse et al, 2013;Schatzel et al, 2013).…”

Section: Efficient Time Management and Discourse Of Deviationmentioning

confidence: 99%

Scientific Narratives in the Study of Student Time Management: A Critical Review

Pérez

Lissen

2022

RIMCIS

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Effective time management plays a major role in the performance society, and not only psychological, but also socio-cultural and pedagogical factors are involved in students' effective organization of time. Mainstream scientific discourse has argued that effective learning depends to a large extent on students' organizational skills. However, researchers have paid scant attention to the socio-cultural and pedagogical aspects that are involved in the development of these skills. The purpose of this article is to critically analyze the dominant scientific narratives on the study of the effective use of time by students. To this end, this study was designed based on a critical review of the literature from 1990 to 2021. The Web of Science and Scopus databases were consulted. A total of 51 papers met the inclusion criteria. The results suggest that learning to organize and optimize academic time is important for social coordination, well-being and achievement of students' academic and life goals. However, the acceleration of instructional time has a major emotional impact on the school population. The conclusion is the need to investigate the subjective and collective experiences of students on the emotional impact that speed, work overload and multitasking have on their academic and personal lives.

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Section: Efficient Time Management and Discourse Of Deviationmentioning

confidence: 99%

Scientific Narratives in the Study of Student Time Management: A Critical Review

Pérez

Lissen

2022

RIMCIS

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“…seminal study discovered that students who reenroll after a disciplinary suspension are more likely to be male than female, have a higher grade point average (GPA) than those who do not reenroll, and tend to have been charged with minor, rather than major, conduct violations. In addition, minorities, younger, single, and recently unemployed students who have earned more college credits, and hold strong beliefs about the value of education, tend to reenroll (Schatzel, Callahan, & Davis, 2013). A brief history of student conduct administration can assist in better understanding how these conclusions were made and how they can be built upon.…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…Scholars have studied other, more general, aspects of students who reenroll. Schatzel, Callahan and Davis (2013) concluded that students who intend to reenroll in college are more likely to be minorities, younger, single, and recently laid-off. They also tended to have earned more credits, and hold strong beliefs about the value of education (Schatzel, Callahan & Davis, 2013).…”

Section: Other Studies On Students Who Reenrollmentioning

confidence: 99%

“…Schatzel, Callahan and Davis (2013) concluded that students who intend to reenroll in college are more likely to be minorities, younger, single, and recently laid-off. They also tended to have earned more credits, and hold strong beliefs about the value of education (Schatzel, Callahan & Davis, 2013). Fusch (2010) identified barriers to reenrolling for students which included competing obligations, lack of familiarity with new campus processes, and financial holds on registration.…”

Section: Other Studies On Students Who Reenrollmentioning

confidence: 99%

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A Phenomenological Study of the College Student Disciplinary Suspension and Reenrollment Experience

Lupercio¹

2020

Proceedings of the 2020 AERA Annual Meeting

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This work of love and passion began over five years ago. During this time, I have learned many things about myself as a student, professional, person, friend, son, brother, and colleague. This dissertation was possible due to the love from everyone around me during this process.Thank you to my brothers Guillermo, Oscar, and Miguel Angel for your support and motivation throughout my educational Journey. I know our dad continues to bless us from above.Thank you to my nephew Damian for continuing to be a ray of sunshine in our lives. Muchísimas gracias a mis tías, tíos, primos, y primas por siempre creer en mí. Thank you to my advisor, Dr. Chris M. Lucas. Your patience, care, understanding, and support, even through geographical distance, made this possible. You are the best advisor I could have ever hoped for. Thank you to my committee members, Dr. Erin Kahunawaika'ala Wright, Dr. Lori M. Ideta, Dr. Stacey Roberts, and Dr. Hazel Beh. I appreciate your continued guidance and inspiration throughout this process.Thank you to my rocks, and "the future of higher education," Sabrina Fallejo Uganiza, Kenny Lopez, and Leslie Cabingabang. Sabrina, thank you for being my biggest advocate, the best soundboard, and the best person to laugh with. Kenny, thank you for your support, kindness, and love. Leslie, thank you for your strength, creativity, and encouragement. You are all some of the smartest people I know and I am thankful to have been on this journey with you.Dr. Kathleen Gauci, thank you for help and advice throughout this entire degree. You are a wonderful and generous person who never doubted me.

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“…This assertion is supported by Horn, who found that academic integration factors like faculty interactions, participation in study groups, and relationships with advisors were predictive of higher levels of re-enrollment for departing students. Schatzel, Callahan, & Davis (2013) determined that students displaying strong goal commitments (as framed by Tinto, 1993) and measures of academic integration were more likely to return to their schools. Hoyt & Winn (2004) differentiated behaviors of stop-outs to transfer-outs and drop-outs and found that each group emphasized different challenges affecting their ability to remain enrolled (or return).…”

Section: College Stop-out Studentsmentioning

confidence: 99%

Stop-out students’ on-leave experiences: how interactions affect institutional commitment and re-enrollment

Wu¹

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College students may sometimes feel they need to take a break from college life. These students may return to their original campus, may transfer, or may permanently discontinue their educations. For colleges and universities pursuing positive enrollment management outcomes, these students represent opportunities to make measurable improvements in retention/persistence rates as well as college completion. The purpose of this qualitative case study was to explore how on-leave interactions affect students' institutional commitment and motivation to re-enroll. Tinto's (1975) interactionalist model of student departure provided a theoretical framework for investigating the problem of stop-out student attrition. The key finding of this study suggests that Schlossberg's (1989) conception of marginality and mattering applies to the stop-out student experience and explains the step between interactions and integration in Tinto's model. Interactions that made participants feel mattered by their individual points of contact were more meaningful and influential in building affinity with the college environment, positively affecting the desire to re-enroll. Additional research is needed to further explore the stop-out student experience and investigate the reasons students decide not to return to their original institutions.

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Hitting the Books Again: Factors Influencing the Intentions of Young Adults to Reenroll in College

Cited by 5 publications

References 48 publications

Scientific Narratives in the Study of Student Time Management: A Critical Review

Scientific Narratives in the Study of Student Time Management: A Critical Review

A Phenomenological Study of the College Student Disciplinary Suspension and Reenrollment Experience

Stop-out students’ on-leave experiences: how interactions affect institutional commitment and re-enrollment

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