Single-parent college students' attributions toward academic success

Abstract

This study investigated female single-parent college students' own attributions of academic success. A sample of 28 single-parent students participated in the study. Results indicated that single-parent students who are more successful make different causal attributions in regard to their GPA than do those who are less successful. Iowa Stare UniversityOver the years, the number of single parents has increased dramatically. Singleparent families comprised 11% of American families in 1970, but by 1984 this proportion had increased to 25.7% (U.S. Bureau of Census, 1985). Since many single parents attend college they constitute an important and growing part of the student population.Statistics on the attrition rates among single-parent students are not readily accessible. Yet, even if dropout rates among single-parent students were high, it is evident that at lease some single-parent students perform well academically and eventually earn their degrees (Danowski, 1983), despite the time and energy that parenting responsibilities require. Part of the reason why some single-parent students are successful in reaching academic goals may be that they have a high level of academic achievement motivation (McClelland, 1971). According to Weiner (1974, 1979, academic achievement motivation is largely dependent on the kind of causal attributions students make in view of their academic performance. In this regard, Weiner cited evidence in support of the view Requests for reprints should be sent to Sheila Lynds Colbry, Department of Physical Education, Iowa State University, Ames, I A 5001 1.

Phenomenology of Parenting while Schooling among Filipino College Student Mothers in the Province

“…Respondent #4: "Here in our house, most of the time I am the one who take care of my daughter even if I have important meeting with our teacher, she is sitting beside me, sometimes I leave her with my tita (aunt) or cousin or sister." Boutsen and Colbry (1991) mentioned that student mothers constitute an important growing part of a student population. This was because there was an increase of single parents attending college as higher education offers more opportunities.…”

“…This is concurred by our study that student mothers are getting financial, physical, emotional and moral support by their teachers and classmates or friends, partners, and parents and relatives. Taukeni (2014), Boutsen andColbry (1991), andBruns (2004) suggest that institutional leaders, instructors can support them as a means to reduce and relieve their stress, loneliness and isolation. Phenomenology of Parenting while Schooling among Filipino College Student Mothers in the Province However, no one among the participants in this present study mentioned that they are getting support from Universities or programs in their community.…”

Filial/Family Play Therapy for Single Parents of Young Children Attending Community Colleges

“…Stenson (1988) found that single-mother students who were employed in addition to attending school rated the lowest on general well-being, problems, and isolation. Among the most pertinent concerns of single-parent students are quality child care, social support, and parenting responsibilities (Boutsen & Colbry, 1991;Cheng, 1990;Colbry, 1995;Jackson, 1988;Mangan, 1990;Stenson, 1988).…”

“…Cheng (1990) found that the single mothers on welfare entering a specialized college program scored high on internal locus of control, correlating with high striving for achievement. Boutsen and Colbry (1991) concluded that single-parent students who are more successful make different causal attributions regarding their achievement than those who are less successful. Therefore, those students who feel empowered in their living situations tend to achieve higher grade point averages and achieve greater life satisfaction opposed to those who feel directed by their circumstances.…”

Students' Personal and Academic Attributions of University Withdrawal

“…A wide range of student characteristics has been implicated in undergraduate withdrawal. These may be classified under four main categories: Academic factors (De Rome & Lewin, 1984;Getzlaf, Sedlacek, Kearney, & Blackwell, 1984;Grosset, 1991;Johnes, 1990;Van Overwalle, 1989); Personal Variables (Boutsen & Colbry, 1991;Braxton, Brier, & Hossler, 1988;Ethington, 1990;Fox, 1986;Lang, Dunham, & Alpert, 1988;Mallette & Cabrera, 1991;Metzner & Bean, 1987;Moline, 1987;Nora, 1987;Theophilides, Terenzini, & Wendell, 1984); Campus Integration (Allen & Nelson, 1989;Bers & Smith, 1991;Stage, 1989;Terenzini & Wright, 1987); and Institutional Variables (Bauer, 1981;Johnes & Taylor, 1989;Pascarella & Terenzini, 1983;Stampen & Cabrera, 1986). These categories and examples of related characteristics are shown graphically in Figure 1.…”