Relationship of Self-Beliefs, Social Support, and University Comfort with the Academic Success of Freshman College Women

Autor/inn/en	Rayle, Andrea Dixon; Kurpius, Sharon E. Robinson; Arredondo, Patricia
Titel	Relationship of Self-Beliefs, Social Support, and University Comfort with the Academic Success of Freshman College Women
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 8 (2007) 3, S.325-343 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
Schlagwörter	Females; Grade Point Average; Academic Achievement; Academic Persistence; College Students; Self Concept; Social Support Groups; College Freshmen; Student Adjustment; Adjustment (to Environment); Minority Groups; Whites; Educational Research; Educational Policy + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Schulleistung; Collegestudent; Selbstkonzept; Social support; Soziale Unterstützung; Studienanfänger; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ethnische Minderheit; White; Weißer; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik
Abstract	The relationships of self-beliefs, social support, and university comfort with the academic persistence decisions and first-year grade point averages of 527 first semester female undergraduates were examined. Data were gathered in 56 classes or group meetings. These three constructs predicted academic persistence decisions, with social support as the strongest predictor, followed by self-beliefs, and then university comfort. Although there were no differences between Euro-American women and women of color on initial academic persistence decisions, Euro-American women had higher first-year GPAs than did the women of color. Research-informed practice and policy implications for increasing the persistence decisions and academic success of first-year female college students are discussed. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10