Session78-P.doc College Adjustment And Sense Of Belonging Of First-Year Students: A Comparison Of Learning Community And Traditional Students

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1 Sessin78-P.dc Cllege Adjustment And Sense Of Belnging Of First-Year Students: A Cmparisn Of Learning Cmmunity And Traditinal Students Jennifer Ann Mrrw, Ph.D. Assistant Prfessr Old Dminin University Department f Psychlgy Nrflk, VA Jmrrw@du.edu Phne: (757) Purpse f Study T cmpare adjustment t cllege, academic achievement/attitudes, sense f belnging, and intentin t persist f learning cmmunity and traditinal (nn-learning cmmunity) students. T btain qualitative infrmatin regarding students experiences during their first year f cllege and their pinin twards the university. T ascertain if there is gender differences in adjustment t cllege, academic achievement/attitudes, sense f belnging, and intentin t persist. Relevant Literature Apprximately ne-quarter f all new cllege students, natinally, d nt return fr their sphmre year (ACT, 2003). This trend is present at Old Dminin University where apprximately 24% f new students d nt return fr a secnd year. Learning Cmmunities are ne way t reduce the psychlgical size f a large university. Research (see Lenning & Ebbers, 1999 fr an verview) has shwn a variety f benefits f learning cmmunities. GPA, academic skills, self-esteem, satisfactin with the institutin, greater engagement in learning. Learning cmmunity students have reprted higher levels f sense f belnging (Hffman, Richmnd, Mrrw, & Salmne, ) cmpared t traditinal students. Page 1 f 7

2 Hyptheses Sessin78-P.dc Learning cmmunity students will have higher levels f sense f belnging, academic achievement and be mre likely t intend t persist cmpared t traditinal students. Learning cmmunity students will reprt mre psitive experiences during their first year and have a mre psitive pinin twards the university cmpared t traditinal students. Gender differences and relatinships between the abve cnstructs will be explred. Participants 960 First-Year students frm Old Dminin University (ODU) were slicited fr participatin in the Summer f their first year. Each student was ed a letter annuncing the study. A letter was als mailed t their hme address. 156 (16% respnse rate) students cmpleted the nline survey (hsted n Psychdata.net). 75 Learning Cmmunity students and 81 traditinal students. Table 1 Demgraphics f Participants Learning Cmmunity Students (N = 75) Gender Females 60 Males 15 Ethnicity Caucasian 35 Minrity 40 Living Arrangement With Parent(s) 29 On Campus/On Own 46 Traditinal Students (N = 81) Gender Females 54 Males 27 Ethnicity Caucasian 41 Minrity 40 Living Arrangement With Parent(s) 32 On Campus/On Own 49 Measures Adjustment t Cllege. Adjustment t cllege was assessed using a variety f valid and reliable measures and additinal questins n cllege experiences and attitudes. The Academic Attitude Scale (Wng, P.T.P., Page 2 f 7

3 Sessin78-P.dc 1998) measures student s reasns fr attending a university and their general attitude twards university educatin. It cnsists f six subscales: Intrinsic Value ( I find University educatin challenging ), Instrumental Value ( I will get mre respect frm thers when I receive my university degree ), Persnal Develpment (University educatin makes me mre tlerant f different pints f views ), External Pressure ( I attend ODU because I want t fulfill the expectatins placed n me by my family r cmmunity ), Scial Interest ( I am attracted by the scial life ffered at ODU ), and N Better Opinin ( I m at ODU because I dn t have any ther ptins ). Internal cnsistency f the scales fr this study is as fllws: Intrinsic Value ( =.71), Instrumental Value ( =.81), Persnal Develpment ( =.83), External Pressure ( =.61), Scial Interest ( =.51), and N Better Opinin ( =.86). Academic selfcncept will be assessed using the Academic Self-Cncept Scale (Reynlds, 1988). The Academic Self- Cncept Scale assesses general academic facets f cllege students self-cncept. Sample questins include: Being a student is a very rewarding experience, and I feel capable f helping thers with their class wrk. The internal cnsistency f the scale is.94. Lastly, scial self-cncept will be measured using the Scial Self-Cncept Scale (Reynlds & Lyn, 1996). This scale assesses cllege students scial selfcncept. Sample questins include: I feel cnfident when I am with a grup f peple I just met, and I have an active scial life. It has high internal cnsistency ( =.96). Academic Achievement. Academic achievement was assessed using the fllwing questins: cumulative grade pint average (bth self-reprt and university recrds), apprximate number f classes missed each semester, and average number f hurs spent studying in bth semesters. Sense f Belnging. Sense f Belnging (see SOBS sectin f survey) was assessed using the Sense f Belnging Scale (Hffman et al., ). The scale cntains fur subscales: Perceived Peer Supprt ( I met with classmates utside f class t study fr an exam ), Perceived Classrm Cmfrt ( I felt cmfrtable asking questins in class ), Perceived Islatin ( It was difficult t meet ther students in class ), and Perceived Faculty Supprt ( I felt cmfrtable asking a teacher fr help if I did nt understand curse-related material ). The internal cnsistency f the subscales is as fllws: Perceived Peer Supprt ( =.89), Perceived Classrm Cmfrt ( =.92), Perceived Islatin ( =.85), and Perceived Faculty Supprt ( =.89). Prcedure A web-based survey cntaining the abve measures was created. This web-based survey was hsted n a secure website (PsychData.net). Participants wh meet the eligibility requirements (i.e., Fall 2002 was first semester at ODU) were ed a descriptin f the study, their unique fur-digit cde, and the link t the Page 3 f 7

4 Sessin78-P.dc web survey. Participants were instructed that after cmpleting the web-survey and submitting their respnses they will be able t input their name and address if they want t be entered int the drawing t win ne f 25 $20.00 cash prizes that will be raffled at varius time pints during the curse f the study. After tw-weeks nn-respndents were ed a reminder abut the study and given the link t the webbased survey again. After fur-weeks nn-respndents were mailed a letter annuncing the study t their hme address. Results Learning Cmmunity versus Traditinal Students (One-way MANOVAs and ANOVAs) N significant differences: sense f belnging, academic attitudes, GPA, intentin t persist. LC students felt mre cmfrtable answering questins in class; felt that university educatin made them mre tlerant f different pints f view; spent mre hurs studying per week. Traditinal students perceived that ther students perfrmed better academically than they did. Males versus Females (One-way MANOVAs and ANOVAs) Males reprted mre perceived islatin cmpared t Females. Females reprted mre intrinsic value, persnal develpment, external pressure cmpared t Males. Females felt mre cmfrtable seeking help frm a faculty member, felt mre mtivated t succeed, attended class mre, felt they learned mre, were mre pleased with their decisin t attend ODU, and intended t persist mre than Males. Bivariate Crrelatins (N = 156) GPA was significantly related t: # f absences (r = -.18), academic self-cncept (r =.21), and number f hurs wrked (r = -.17). Academic self-cncept was significantly related t: classrm cmfrt (r =.29), perceived islatin (r = -.28), scial self-cncept (r =.30), and GPA (r =.21). Intentin t receive a degree was related t: perceived peer supprt (r =.28), classrm cmfrt (r =.20), perceived islatin (r = -.24), perceived faculty supprt (r =.24), academic selfcncept (r =.23), scial self-cncept (r =.19), intrinsic value (r =.33), instrumental value (r =. 45), and persnal develpment (r =.42). Page 4 f 7

5 Sessin78-P.dc Experiences During Their First Semester (Learning Cmmunity Students) The first semester at ODU was a gd learning experience. I learned hw t cntact my teachers if I had any prblem, I knew what the teacher expected frm me, and hw t study fr varies classes. I enjyed my experiences at ODU. I became s active during my first semester that peple culdn't believe I was a freshman. I enjyed being active in many activities spnsred by the Student Activities Cuncil. The first semester, I met a few students frm the MAP prgram and that helped me stay n track and get an idea f what t expect the next few years. Hnestly, my experience at ODU was awesme. Cmpared t high schl, I thught cllege was a lt easier, but cme t find ut, it nly get's tugher. As a freshmen in cllege, I was able t meet diverse, interesting peple and I had the pprtunity t be active in clubs and sme scial events. Experiences During Their First Semester (Traditinal Students) I wuld d it all ver if I culd. I knw I culd f perfrmed better if I knew what I knw nw. I didn t apply myself like I did in high schl because a lt f the wrk was dne utside the classrm. It was a heavy wrklad t d utside f class. My first semester was a shck, because I had t get used t the schl-wrk, respnsibility, and atmsphere. All alng with the academic aspect, the scial aspect was fun. I met a lt f peple, made sme gd friends, and just felt accepted. It was challenging...much mre studying. It was emtinal and the scial levels were like a rller caster. My experiences were k. I learned hw grading in cllege wuld be and hw t manage my time. I didn t get the chance t meet t many peple r be invlved in any because I was trying t stay fcused n classes. Cnclusins Few significant differences fund between learning cmmunity and traditinal students. Significant gender differences fund Females reprted less perceived islatin and mre cmfrtable interacting with faculty members, attended class mre, felt mre mtivated, felt they learned mre, were mre pleased with their decisin t attend ODU, and intended t persist mre than Males. Page 5 f 7

6 Sessin78-P.dc Intentin t persist was significantly related t sense f belnging in the classrm, academic and scial self-cncept, and mre psitive academic attitudes. Future Research A majr limitatin f this study was the lw respnse rate (16%) a larger sample is needed fr mre accurate cnclusins. Researchers shuld assess the lng-term impact f learning cmmunities n intentin t persist and academic achievement. Investigate what factrs (e.g., sense f belnging, cllege stress) impact intentin t persist in cllege students and ways t imprve intentin t persist. Explre demgraphic differences (e.g., gender, ethnic, age) in intentin t persist and ways t reduce differences. References American Cllege Testing Prgram (2003). Natinal cllegiate drput and graduatin rates Retrieved n Nvember 22, 2003 frm Hffman, M.B., Richmnd, J.R., Mrrw, J.A., & Salmne, K. ( ). Investigating sense f belnging in First-Year cllege students. Jurnal f Cllege Student Retentin, 4(3), Lenning, O.T., & Ebbers, L.H. (1999). The pwerful ptential f learning cmmunities: Imprving educatin fr the future. Washingtn, D.C.: The Gerge Washingtn University, Graduate Schl f Educatin and Human Develpment. Reynlds, W.M. (1988). Measurement f academic self-cncept in cllege students. Jurnal f Persnality Assessment, 52, Reynlds, W.M., & Lyn, M.A. (1996). Validity f the revised scial self-cncept scale with cllege students. Paper presented at the annual cnventin f the Sciety fr Persnality Assessment, Denver. Wng, P.T.P. (1998). Academic values and academic mtivatin. In, P.T.P. Wng & D.S. Fry (Eds.) The Human Quest Fr Meaning: A Handbk f Psychlgical Research and Clinical Applicatins, pgs Mahwah, N.J.: Lawrence Erlbaum Assciates. Page 6 f 7

7 Page 7 f 7 Sessin78-P.dc

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