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- Creators: Barrett, The Honors College
- Creators: Buss, Ray
- Resource Type: Text
- Status: Published
Guiding literature for this study included Self-Determination Theory (SDT) as well as related studies (Deci & Flaste, 1995). This theory describes human motivation as a factor of the extent to which one feels autonomy, competence, and relatedness. Though relevant in many contexts, past researchers used SDT as a tool for understanding students’ motivation to learn (Black & Deci, 2000; Freiberger, Steinmayr, & Spinath, 2012; Reeve & Jang, 2006).
The study used a concurrent mixed-method action research design including interviews, questionnaires, and institutional data. Over 400 first-year students participated in the study. Students shared their perceptions of their rapport with their instructors and peers, and their perceived learning in each of the three LEAD courses.
Data were analyzed using correlation and linear regression approaches. Significant relations occurred between many instructor-student rapport scales, peer rapport, perceived learning, and course grades. Additionally, instructor-student rapport scales significantly predicted perceived learning.
Qualitative and quantitative findings were aligned with each other, and were consistent with previous studies. This study advances the body of knowledge about instructor-student rapport by extending the findings around its role in student achievement. Results also suggested the need to further explore the role of peer rapport and its influence on student achievement. Results from the study show instructor-student rapport was mediators of student achievement.
As a ninth-grade English teacher at Brophy College Preparatory Academy, I always looked toward the end of the school year with a certain amount of anticipation and trepidation. The anticipation celebrated students who had successfully completed their freshman year; whereas the trepidation resulted from the end-of-year memo indicating which students had chosen not to return to Brophy next year. Unfortunately, the latter group included a disproportionate number of Hispanic students from low-SES backgrounds. Given Brophy valued diversity and the terrific abilities of these students, an innovation was devised to foster development of ‘school-navigation’ skills to assist students in adapting to the social and academic demands of the school.
The intervention was rooted in several theoretical frameworks including Bourdieu’s (1977) Cultural Capital Perspective, McMillan and Chavis’ (1986) Sense of Community Theory, and Duckworth’s (2007) Grit Framework. Sixteen freshmen and four 12th-grade mentors participated in the study. The 12-week innovation incorporated four topics—transitioning to high school, learning about strategies for academic success, becoming involved in school culture and community, and working more effectively with teachers. Each topic was considered in a 3-week cycle. During week 1, students participated in a large group discussion about the topic led by the researcher. Subsequently, they wrote in journals to reflect on the topic. During week 2, four small groups of four freshmen and one senior, mentor met to consider the topics. Mentors led discussions and also shared how they had coped with the topic. Again, freshmen wrote in journals. In week 3, freshmen met in a large group with the researcher and shared their reflections and their experiences. In this context, the freshmen learned from each other and realized they were all experiencing similar challenges that could be overcome with grit and a community to support them.
Qualitative results indicated freshmen developed a sense of community, learned to respond in positive ways to failure, and developed academic and social school-navigation skills. Freshmen and mentors became tightly knit communities, texting each other with questions coming from freshmen and responses from mentors. The discussion focused on how the theoretical frameworks were useful in understanding the results.
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
College students are exposed to stress accumulating from daily challenges, personal relationships, financial struggles, and academic pressure. Stressors can challenge an individual to perform better or serve as a hindrance to academic achievement, depending on the individual’s perception of stressors and capacity to overcome them (Lepine et al., 2004). Optimal levels of stress are beneficial to managing responsibilities in a timely manner, while unmanageable levels of stress can negatively impact motivation and achievement. Higher levels of negatively perceived stress could have measurable consequences on academic outcomes, including lower motivation and lower achievement. This study focuses on examining the prospective relationship between levels of college stress and the academic outcomes, accounting for individual differences in vulnerability to stress. Specifically, I examined whether the associations between stress (T2) and academic outcomes (T3) were moderated by earlier (T1) levels of economic hardship and effortful control as risk and resilience factors, respectively. I predicted that higher levels of college stress would be associated with lower academic motivation and performance. I expected that higher effortful control would show a stronger association between higher academic motivation and achievement with lower college stress levels. I also predicted that higher levels of familial economic hardship would exacerbate the influence of college stress on lower academic motivation and achievement. This study utilized data collected from survey measures administered to students during the transition from high school to college. Results demonstrated a significant negative association between increased college stress and higher academic outcomes. A lack of significant interactions propose that economic hardship does not have negative effects on academic outcomes. The findings of this study will help universities to support students experiencing detrimental levels of stress to improve later academic outcomes.
The neighborhood context is an important predicator of developmental outcomes, as it is where children spend much of their time. Especially when it comes to urban, low-income areas, high neighbor danger and crime have been considered a developmental risk. Research has documented the links between neighborhood environments and academic achievement, but less is known regarding the holistic view that considers contexts in conjunction with the neighborhood, despite these being important levels of influence. Thus, this study examined: 1) the direct associations between parent report of neighborhood danger and objectively measured neighborhood crime and academic achievement (e.g., Woodcock-Johnson IV), 2) family level stress as a potential mediator in these links, and 3) the teacher-child relationship as a potential moderator of these associations. Participants were from the ethnically and socioeconomically diverse Arizona Twin Project study (N=707 twin children, Mage = 8.44 years; SD = 0.69; 28.0% Hispanic/Latino, 57.7% Non-Hispanic White, 3.4% Asian American, 3.8% African American, 2.6% Native American, and 2.8% multiethnic or other; 53.5% middle to upper class, 15.6% lower middle class, 21.6% living near the poverty line, and 7.4% living in poverty as calculated by an income to needs ratio). There were no direct effects between subjective neighborhood danger and indicators of academic achievement, but there was a positive association between objective crime and scores on applied problems (an indicator of math achievement). Family- level stress was a significant mediator of perceptions of neighborhood danger and scores on passage comprehension (an indicator of reading achievement) but did not play a mediating role in the relation between objective crime and academic achievement. Specifically, higher levels of danger and crime were associated with greater levels of family stress, and lower levels of academic achievement scores. The teacher-child relationship was not a moderator in the relation between neighborhood danger/crime and academic achievement. Study findings provide additional evidence regarding the differences in subjectively versus objectively obtained data on the neighborhood environment and can inform future intervention (e.g., in the home and at schools) that support student’s academic achievement by addressing multiple levels of contextual influence.
Honors colleges are recognizing the need for diversity in their student populations and are taking steps toward that end. However, disabled students are still underrepresented in honors collegiate student bodies. Through a series of open-ended questions posed to thirty-five students enrolled in Barrett, the Honors College at Arizona State University, this study will examine how experiences with family, school personnel, and peers during their grade school (K-12) years effect a student’s choice to enroll in an honors college. This study will briefly explore how the intersection of factors such as race/ethnicity, sex, gender, and disability impacted these experiences. Finally, implications for collegiate honors programs and for grade school teachers and the families of children with disabilities will be discussed. Areas for future research will be considered.