One issue that continues to impact higher education is students entering college without the skills and dispositions necessary for success at the postsecondary level. While instructors and educational leaders and often pay significant attention to addressing students’ lack of the prerequisite content knowledge in mathematics, reading, and writing, students are often also in need of information and skills for strategic learning. With the current emphasis on student retention and completion, institutions are using high-impact interventions, such as first-year seminar courses, to equip students with these attributes early on in their academic careers. This study examined the relationship between participation in a compulsory first-year experience course and students’ skill, will, and self-regulation using regression methods.
|Commitee:||Jakubowski, Elizabeth, Iatarola, Patrice, Schrader, Linda, Schwartz, Robert|
|School:||The Florida State University|
|Department:||Educational Leadership & Policy Studies|
|School Location:||United States -- Florida|
|Source:||DAI-A 81/1(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Higher education|
|Keywords:||First-year experience, First-year seminar, Self-regulation, Skill, Will|
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