Student Retention: Fostering Peer Relationships Through a Brief Experimental Intervention

Rasco, Danney; Day, Shelby L.; Denton, Kenneth

doi:10.1177/1521025120972962

Cited by 11 publications

(5 citation statements)

References 69 publications

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“…This core proposition of Tinto's theory has guided the development of many campus-based interventions (e.g. Rasco et al , 2020; Tippetts et al , 2020). However, several argue Tinto's model does not explain the experiences of diverse students (see, Metz, 2004).…”

Section: Discussionmentioning

confidence: 99%

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Marley

Wilcox

2021

JARHE

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PurposeThis study examines family and peer academic social supports as correlates of academic motivation and first-semester GPA.Design/methodology/approachUsing a correlational design, 468 first-semester college students completed an online survey. Demographic characteristics, high school GPA and first-semester GPA were gathered from institutional data and linked to student survey responses.FindingsBivariate and multiple regression analyses revealed that family and peer academic social supports are predictive of academic motivation and first-semester GPA. The relationships identified were small- to medium-sized and of theoretical and substantive interest.Research limitations/implicationsThe main limitations of the study are the measures are self-reported and the study is correlational, the latter limiting the strength of causal inferences. However, the study provides further understanding of the importance of college students' family and peer social supports in relationship to academic motivation and achievement.Practical implicationsThe research has practical implications for higher educators developing programs to improve family and peer social support. If future research establishes causal relationships, interventions to enhance family and peer academic supports may prove beneficial in promoting academic motivation. Further, encouraging families to broadly discuss academic topics may be ineffective in terms of academic self-efficacy and achievement for historically underrepresented students.Originality/valueThis study makes a unique contribution to the literature by establishing relationships between family and peer supports with academic motivation. Statistical interactions between family and peer supports and with demographic characteristics in predicting academic motivation were identified. If the interactions are replicable, the findings provide avenues for future correlational and intervention research.

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Section: Discussionmentioning

confidence: 99%

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Marley

Wilcox

2021

JARHE

View full text Add to dashboard Cite

show abstract

“…Previous empirical research has highlighted the importance of nurturing peer relationships for a positive experience during university education (Maunder, 2018). Although peer network intervention studies have focused on school-aged children (Miller et al, 2017), students with disabilities (Asmus et al, 2017), and autism diagnosis (Odom, 2019), a recent randomized experimental study found that using a closeness-induction task improved peer connections among undergraduate students (Rasco et al, 2020). A previous review posited "the effectiveness of compassion education and training approaches in establishing a safer, healthier, happier, and more inclusive educational learning environment leading to enhanced prosocial behaviors and positive mental health" (Tendhar and Bueno de Mesquita, 2020).…”

Section: Discussionmentioning

confidence: 99%

Positive University Environment and Agreeableness as Protective Factors Against Antisocial Behavior in Mexican University Students

Armenta

Corral-Frías

2021

Front. Psychol.

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Violence in schools is a global issue. Approximately 32% of Mexican students have experienced some form of violence in the school setting in their lives. Previous research has tended to focus on the causes of violence and antisocial behaviors in offenders or adolescent samples and has found evidence to suggest the underlying role of environmental and personal factors. The present study investigates the effect of positive school environment and agreeableness as protective factors against antisocial behaviors in a sample of undergraduate and graduate students (n = 304) from northwestern Mexico. Our results demonstrate that a positive school environment has a negative effect on antisocial behaviors via mood and anxiety disorders as well as in interaction with agreeableness, suggesting an interplay between personality and environment. These findings can provide some basis for the development of university programs aimed at fostering positive environments that promote student mental health and protect against antisocial behaviors.

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“…It is worth mentioning that these courses tend to have capped enrollment and smaller class sizes to allow for in-class discussion, small group work, and peer review. It has been shown that these practices enhance peer connection and student-faculty interaction, both of which likely contribute to student retention [15].…”

Section: First-year Writing Programs and Undergraduate Learningmentioning

confidence: 99%

Transforming Student Learning into Sustainable Undergraduate Education: A Case Study of First-Year Writing Programs

Chang,

Emanuel Smith

2023

Preprint

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Undergraduate learning is a multifaceted concept that many researchers have investigated to promote student engagement, academic performance, etc. Exploring factors promoting learning among undergraduates in FYW programs, which are required for undergraduates might potentially contribute to sustainable, cross-disciplinary undergraduate education. This study used the 10-year longitudinal grade and survey data at San José State University (SJSU) and the data was collected from Academic Years (AYs) 2015 to 2020, and five student surveys constituted the sample size of 18,101 students. In 2016, SJSU changed the remedial writing course to college writing courses. Since then, students need to complete an online module course before placing themselves into a one-semester or two-semester writing course. The previous study showed that students with higher writing comfort and confidence tend to place themselves into a semester-long class. Regression analysis was applied to examine the relationships among factors promoting learning among those students. University admitted students from various diversity and backgrounds, the results of this study suggested that what students chose and persisted in were more important in advancing their academic success rather than prior learning experience or psychological factors before the class.

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Student Retention: Fostering Peer Relationships Through a Brief Experimental Intervention

Cited by 11 publications

References 69 publications

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Do family and peer academic social supports predict academic motivations and achievement of first-year college students?

Positive University Environment and Agreeableness as Protective Factors Against Antisocial Behavior in Mexican University Students

Transforming Student Learning into Sustainable Undergraduate Education: A Case Study of First-Year Writing Programs

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