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Estimated marginal means for Attitudes Toward Interactions. Students in the comparison group exhibit a significant decline in their ratings.
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First Year Experience (FYE) programs have been implemented in universities and colleges to address the emergent needs of matriculating students. It is well documented that many students are not prepared for the rigors of postsecondary education and FYE programs are designed to supplement the necessary academic and life skills. These academic and li...
Context in source publication
Context 1
... although there was no significant difference between groups at pretest, there was a significant difference at posttest (see Table 7). Evaluation of esti- mated marginal means and the profile plots (see Figure 2), indi- cated that the comparison group's scores on Attitude Toward Interactions decreased significantly while the FYE group's scores remained relatively unchanged. However, the estimate of effect size for this follow-up test was also low. ...
Citations
... Studies show that first-year students face challenges including poor understanding of academic processes, lack of information, limited ICT skills, change of environment, poor performance and inability to adapt (Pather & Chetty, 2016;Pather, Narodien-Fataar & Mkonto, 2017). These problems can be complex where the solutions can emerge from multiple perspectives (Schrader & Brown, 2008). ...
This paper analysed the use of WhatsApp among first-year students at a University of Technology in the context of South Africa. Drawing on Assemblage Theory, the study analysed postings on WhatsApp group and secondary data. The findings showed that first year students used WhatsApp supported for communication, sharing content and information related to issues affecting their studies. Further, WhatsApp was useful in the process of becoming of the first year students in the new educational environment and creation of knowledge from multiple sources that was not confined to the educators and classroom experiences. This study offers insights that can be useful when developing strategies for integrating Mobile Instating Messaging platforms in the context of higher education.
... Studies show that first-year students face challenges including poor understanding of academic processes, lack of technology devices, high cost of Internet, lack of information, limited ICT skills, change of environment, poor performance, high dropout rate and inability to adapt (Pather & Chetty, 2016;Pather, Narodien-Fataar & Mkonto, 2017;Lekana & Bayaga, 2020). The problems of first-year students in higher education institutions can be complex and the solutions can emerge from multiple perspectives (Schrader & Brown, 2008). ...
In this paper we analysed the use of WhatsApp among first-year students at the University of Technology in the context of South Africa. Drawing on Deleuze and Guattari's Assemblage Theory, the study analysed postings on a WhatsApp group and secondary data using content analysis. The findings showed that first-year students used WhatsApp for communication, sharing content and information related to issues affecting their studies. Further, WhatsApp was useful in the process of becoming first-year students in the new educational environment and in the creation of knowledge from multiple sources that was not confined to the lectures and classroom experiences. This study offers insights that can be useful when developing strategies for integrating Mobile Instant Messaging platforms in the context of higher education.
... Given that much of the foundational research in this area originates from the U.S. higher education, it is important to localize the contexts of FYE programs to Mainland China. Mentoring is an effective strategy to reduce student drop-out rates and became a popular topic in higher education in the United States; with the help of mentoring, college students can better cope with challenges (Schrader & Brown, 2008). Both the government and universities have invested much money to establish FYE programs to improve student retention in Western countries (Hunter, 2006). ...
China’s higher education reform led to the rise of private universities leading to a surge in the number of private universities, which have lacked funds and resources compared to their public peers. While private universities have allowed for expanded access to higher education, quite a few students have not been well prepared for study at this level. Therefore, private colleges in China need to provide more resources for students to help them succeed. Western countries, with more robust histories of private higher education, adopted the strategy of peer mentoring to solve the problem of first-year students’ retention, which guided significance to solve the dilemma in Chinese private universities. Because of their short history, there have been few quantitative studies on peer mentoring in private colleges in China. To fill this gap, 1,153 undergraduate students from a private college in China were recruited for this quantitative research study on peer mentoring. Through factor analysis, the College Student Mentoring Scale (CSMS) was validated in a private college in Mainland China. Furthermore, the correlation between mentoring support and college integration and academic success was examined for all first-year students, female students, first-generation students, and different major groups. The results showed only Psychological and Emotional Support (PES) and Academic Knowledge subject Support (AKS) were validated in CSMS of four constructs. Pearson correlations were used, and significant positive correlations between mentoring support and student integration were found for all first-year students, female students, first-generation students, and different major groups. Spearman correlations were used, and significant positive correlations between mentoring support and academic success were found for female students, business major group students. Significant positive correlations between AKS and academic success were also found for first-generation students. This study has some limitations in the generality of results, such as cross-sectional survey and self-reported data. But it does provide an important validation tool for the CSMS in Mandarin and within a Chinese setting for the first time. In future studies, it is recommended that CSMS can be used in different public and private institutions in Mainland China.
... Academic misconduct among students is not isolated to the under-achieving student, but rather includes students across the achievement spectrum. Several studies have concluded that students lack the moral engagement and intellectual autonomy to meet academic and social challenges, as well as feel a greater need to cheat as a compensation for their shortcomings (Miller et al., 2007;Schrader & Brown, 2008;Schraw et al., 2007;Stephens & Gehlbach, 2007). Whether it is due to unrestrained achievement or a lack of moral inhibitions, students engage in academic misconduct for a variety of reasons (Williams et al., 2010). ...
... Students would be able to have a greater influence on one another because they can be motivated by each other. Schrader and Brown (2008) notes that Astin identified three of the most influential forms for students: academic involvement, involvement with peers, and involvement with faculty. These influences suggest that students who can have positive social interactions within their campus environment are likely to advance in their critical thinking skills. ...
This article examines one institution’s transition from a legalistic approach for resolving cases of academic misconduct to a learning-centered approach that embraces peer-to-peer student-led meetings. The article provides detailed information on how to train students on conducting these meetings along with suggestions for future research. The results of this article provide a framework for institutions who wish to engage students in a learning-centered adjudication model for resolving cases.
... Bandura (1993) suggested a teacher's self-efficacy for motivating and promoting learning affects the types of learning opportunities teachers create for students and the level of academic achievement of students. Self-efficacy and attitude toward EIP may influence whether faculty choose to incorporate EIP activities into courses and how information is presented by faculty may influence students' self-efficacy, attitude, and future application of EIP in clinical practice (Lee, 2007;Schrader & Brown, 2008;Tsui, 2001). Positive interactions with faculty are important for the self-efficacy and academic success of ethnic minority students who may not have a supportive social network to achieve academic goals (DeFreitas & Bravo, 2012). ...
... The significance of teaching and learning strategies to the FYE is examined in Schrader and Brown's (2008) quantitative study that scrutinized an intervention program developed for first-year university students to facilitate their transition to tertiary education. While Schrader and Brown (2008) were careful to disclaim the generalizability of their data due to their small sample, they indicated that students who underwent the FYE course experience more gains over time when compared with students who did not take the FYE seminar. ...
... The significance of teaching and learning strategies to the FYE is examined in Schrader and Brown's (2008) quantitative study that scrutinized an intervention program developed for first-year university students to facilitate their transition to tertiary education. While Schrader and Brown (2008) were careful to disclaim the generalizability of their data due to their small sample, they indicated that students who underwent the FYE course experience more gains over time when compared with students who did not take the FYE seminar. Lifton, Cohen, and Schlesinger (2007) conducted a 4-year longitudinal study to examine the efforts made to raise the level of persistence to graduate among business students. ...
First-year undergraduates’ expectations and experience of university and student engagement variables were investigated to determine how these perceptions influence their student identity and overall course satisfaction. Data collected from 554 first-year undergraduates at a large private university were analyzed. Participants were given the adapted version of the Melbourne Centre for the Study of Higher Education Survey to self-report their learning experience and engagement in the university community. The results showed that, in general, the students’ reasons of pursuing tertiary education were to open the door to career opportunities and skill development. Moreover, students’ views on their learning and university engagement were at the moderate level. In relation to student identity and overall student satisfaction, it is encouraging to state that their perceptions of studentship and course satisfaction were rather positive. After controlling for demographics, student engagement appeared to explain more variance in student identity, whereas students’ expectations and experience explained greater variance in students’ overall course satisfaction. Implications for practice, limitations, and recommendation of this study are addressed.
... programs, surprisingly, there have been fewer studies that focus on student perceptions of these programs. Schrader and Brown (2008) researched student perceptions of a first-year experience program at a large Northeastern university in 2002. Results indicated that students who voluntarily enrolled in a first-year experience program rate their knowledge of campus resources higher than those who did not choose to participate. ...
This study gathered information from first-, second-, and third-year on-campus students to better understand their perceptions of their college experiences and how the creation of a first-year experience program could improve student satisfaction and sense of belonging at an urban mid-sized college. The qualitative data in this study revealed the importance of utilizing students’ perceptions to improve the college experience.
... Processing information is related to the scientific approach. Schrader & Brown [6] said the scientific approach as a scientific approach is believed to be a golden platform for the development and development of students' attitudes, skills, and knowledge. The term scientific approach or scientific approach is the subject of discussion that attracts the attention of teachers. ...
... Evaluating first-year student experiences and satisfaction is a complex process because "student life is seemingly a web of interrelated activities and experiences" (Elliott [10], p. 1). Schrader and Brown [14] believed that as educational services were complex in nature, service quality perception was based on complex interactions that require "multidimensional consideration and evaluation" (p. 161). ...
Purpose . A first-year student’s life is a web of interrelated academic and social experiences. Most universities have rigorous processes to achieve excellence or reach high-quality standards, with “Student Satisfaction” being the central focus of all of higher education aims for excellence. This study examined the influence of various academic, social, and environmental aspects on the overall satisfaction of first-year students. Design . A questionnaire was designed and administered to first-year students, and the resulting data were analyzed using correlation, linear regression, binary logistic regression, and artificial neural networks. Findings . The findings suggested that three of the five factors explored—100-level course satisfaction, a sense of belonging, and citizenship knowledge and skills—were the best determinants of the level of first-year student satisfaction. Originality . This study examined the influence of academic, social, and environmental factors on overall student satisfaction with the college experience. Many studies have focused on how factors such as student attitudes, perceptions, and academic and social engagements impact first-year student success and retention; however, few studies have attempted to explore the influence these factors have on student satisfaction and their overall perceptions of the college experience. Discussion and Conclusion . This study has provided a snapshot of some of the key determinants of the overall student satisfaction of the first-year experience. This study can assist college administrators and instructors in their quality assurance initiatives which may include reviewing the current system, setting college priorities, and planning and allocation of future resources to better achieve higher levels of student satisfaction.
... The online survey format was very effective in a college classroom where students had laptops and cellphones to access the survey easily. The target audience, the FYE students, were mostly freshmen and in need of academic and life skills (Schrader & Brown, 2008). FYE programs on college campuses are designed to help students succeed personally, academically, and socially (University of Delaware, 2017). ...
