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You searched for subject:(academic success). Showing records 1 – 30 of 524 total matches.

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1. Johnson, Johnitha Watkins. Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families.

Degree: 2013, Texas Digital Library

 This qualitative study sought to describe college-enrolled African American daughters??? interpretation of their single mother???s personal characteristics, acts of parenting, and meaningful influence on their… (more)

Subjects/Keywords: academic success

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APA (6th Edition):

Johnson, J. W. (2013). Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66812

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johnson, Johnitha Watkins. “Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families.” 2013. Thesis, Texas Digital Library. Accessed December 18, 2017. http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66812.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johnson, Johnitha Watkins. “Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families.” 2013. Web. 18 Dec 2017.

Vancouver:

Johnson JW. Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66812.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson JW. Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66812

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – Sacramento

2. Wallace, Gladys May. An analysis of the academic achievement of junior college students who scored in the lower quarter of any section of the college entrance tests.

Degree: MA, Psychology, 2015, California State University – Sacramento

 The members of the personnel department of the Sacramento Junior College have made an empirical study for several years of the achievements and failures of… (more)

Subjects/Keywords: Prediction of scholastic success; Academic success

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wallace, G. M. (2015). An analysis of the academic achievement of junior college students who scored in the lower quarter of any section of the college entrance tests. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/143197

Chicago Manual of Style (16th Edition):

Wallace, Gladys May. “An analysis of the academic achievement of junior college students who scored in the lower quarter of any section of the college entrance tests.” 2015. Masters Thesis, California State University – Sacramento. Accessed December 18, 2017. http://hdl.handle.net/10211.3/143197.

MLA Handbook (7th Edition):

Wallace, Gladys May. “An analysis of the academic achievement of junior college students who scored in the lower quarter of any section of the college entrance tests.” 2015. Web. 18 Dec 2017.

Vancouver:

Wallace GM. An analysis of the academic achievement of junior college students who scored in the lower quarter of any section of the college entrance tests. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/10211.3/143197.

Council of Science Editors:

Wallace GM. An analysis of the academic achievement of junior college students who scored in the lower quarter of any section of the college entrance tests. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/143197


University of North Texas

3. Mills, Michael Thomas. Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University.

Degree: 2011, University of North Texas

 This dissertation examined the relationship between the three year academic success of transfer students and the variables of race, gender, age, number of transfer credit… (more)

Subjects/Keywords: Transfer student; academic; success

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APA (6th Edition):

Mills, M. T. (2011). Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc103360/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mills, Michael Thomas. “Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University.” 2011. Thesis, University of North Texas. Accessed December 18, 2017. https://digital.library.unt.edu/ark:/67531/metadc103360/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mills, Michael Thomas. “Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University.” 2011. Web. 18 Dec 2017.

Vancouver:

Mills MT. Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University. [Internet] [Thesis]. University of North Texas; 2011. [cited 2017 Dec 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc103360/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mills MT. Correlates Of Three Year Transfer Student Retention Rates With Race, Gender, Age, Credit Hours, And Place Of Residence At A Regional, Public University. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc103360/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Ottawa

4. Linton, Rowena. A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling .

Degree: 2016, University of Ottawa

 Black females achieve high standards of success, yet their lived experiences are frequently absent from educational literature in Canada. Using narratives gathered through semi-structured interviews… (more)

Subjects/Keywords: Black Girls; Resistance; Academic Success

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APA (6th Edition):

Linton, R. (2016). A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/34203

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Linton, Rowena. “A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling .” 2016. Thesis, University of Ottawa. Accessed December 18, 2017. http://hdl.handle.net/10393/34203.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Linton, Rowena. “A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling .” 2016. Web. 18 Dec 2017.

Vancouver:

Linton R. A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/10393/34203.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Linton R. A Different Kind of Blackness: Using Successful Journeys to Examine Students’ Experiences of Secondary Schooling . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/34203

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

5. Stinson, David Wayne. African American male students and achievement in school mathematics: a critical postmodern analysis of agency.

Degree: PhD, Mathematics Education, 2004, University of Georgia

 The purpose of this study was to shed light on the schooling experiences of African American male students who embraced school, academics, and mathematics. In… (more)

Subjects/Keywords: Academic Success

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APA (6th Edition):

Stinson, D. W. (2004). African American male students and achievement in school mathematics: a critical postmodern analysis of agency. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/stinson_david_w_200408_phd

Chicago Manual of Style (16th Edition):

Stinson, David Wayne. “African American male students and achievement in school mathematics: a critical postmodern analysis of agency.” 2004. Doctoral Dissertation, University of Georgia. Accessed December 18, 2017. http://purl.galileo.usg.edu/uga_etd/stinson_david_w_200408_phd.

MLA Handbook (7th Edition):

Stinson, David Wayne. “African American male students and achievement in school mathematics: a critical postmodern analysis of agency.” 2004. Web. 18 Dec 2017.

Vancouver:

Stinson DW. African American male students and achievement in school mathematics: a critical postmodern analysis of agency. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2017 Dec 18]. Available from: http://purl.galileo.usg.edu/uga_etd/stinson_david_w_200408_phd.

Council of Science Editors:

Stinson DW. African American male students and achievement in school mathematics: a critical postmodern analysis of agency. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/stinson_david_w_200408_phd

6. Garcia, Luz Navarrette. Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2014, University of San Francisco

  In 2014, Latina/o children comprise over 50% of the California K-12 student population. The recently changing demographics are not problematic; rather, the problems that… (more)

Subjects/Keywords: Academic Success; Testimonio; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Garcia, L. N. (2014). Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success. (Thesis). University of San Francisco. Retrieved from http://repository.usfca.edu/diss/105

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Garcia, Luz Navarrette. “Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.” 2014. Thesis, University of San Francisco. Accessed December 18, 2017. http://repository.usfca.edu/diss/105.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Garcia, Luz Navarrette. “Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success.” 2014. Web. 18 Dec 2017.

Vancouver:

Garcia LN. Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2017 Dec 18]. Available from: http://repository.usfca.edu/diss/105.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Garcia LN. Exploring the Educational Paths of Mexicanas: Testimonios of Academic Success. [Thesis]. University of San Francisco; 2014. Available from: http://repository.usfca.edu/diss/105

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

7. Norris, Mark D. At Risk Students and Resiliency.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2014, California State University – San Bernardino

  Many “at risk” students are successful in middle school and high school, and are college bound, despite the fact that they face numerous factors… (more)

Subjects/Keywords: Resiliency; Academic Success; Engagement; Education

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APA (6th Edition):

Norris, M. D. (2014). At Risk Students and Resiliency. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/62

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Norris, Mark D. “At Risk Students and Resiliency.” 2014. Thesis, California State University – San Bernardino. Accessed December 18, 2017. http://scholarworks.lib.csusb.edu/etd/62.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Norris, Mark D. “At Risk Students and Resiliency.” 2014. Web. 18 Dec 2017.

Vancouver:

Norris MD. At Risk Students and Resiliency. [Internet] [Thesis]. California State University – San Bernardino; 2014. [cited 2017 Dec 18]. Available from: http://scholarworks.lib.csusb.edu/etd/62.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Norris MD. At Risk Students and Resiliency. [Thesis]. California State University – San Bernardino; 2014. Available from: http://scholarworks.lib.csusb.edu/etd/62

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


AUT University

8. Zagreanu, Claudia. English for Speakers of Other Languages (ESOL) Students and academic success: the role of campus climate, peer and faculty support .

Degree: 2010, AUT University

 Background: English for Speakers of Other Languages (ESOL) students, enrolled in health care tertiary education, have lower graduation rates compared with English native speakers. The… (more)

Subjects/Keywords: ESOL; Campus climate; Academic success

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APA (6th Edition):

Zagreanu, C. (2010). English for Speakers of Other Languages (ESOL) Students and academic success: the role of campus climate, peer and faculty support . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/977

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zagreanu, Claudia. “English for Speakers of Other Languages (ESOL) Students and academic success: the role of campus climate, peer and faculty support .” 2010. Thesis, AUT University. Accessed December 18, 2017. http://hdl.handle.net/10292/977.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zagreanu, Claudia. “English for Speakers of Other Languages (ESOL) Students and academic success: the role of campus climate, peer and faculty support .” 2010. Web. 18 Dec 2017.

Vancouver:

Zagreanu C. English for Speakers of Other Languages (ESOL) Students and academic success: the role of campus climate, peer and faculty support . [Internet] [Thesis]. AUT University; 2010. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/10292/977.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zagreanu C. English for Speakers of Other Languages (ESOL) Students and academic success: the role of campus climate, peer and faculty support . [Thesis]. AUT University; 2010. Available from: http://hdl.handle.net/10292/977

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – Northridge

9. Nolasco, Hector. Maternal and paternal influences on academic engagement and grades in Latino adolescents.

Degree: MA, Department of Psychology, 2017, California State University – Northridge

 The purpose of this study was to examine the relationship between parental qualities (i.e., parent education level, parent educational aspirations for their child, parental support,… (more)

Subjects/Keywords: academic success; Dissertations, Academic  – CSUN  – Psychology.

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APA (6th Edition):

Nolasco, H. (2017). Maternal and paternal influences on academic engagement and grades in Latino adolescents. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/195455

Chicago Manual of Style (16th Edition):

Nolasco, Hector. “Maternal and paternal influences on academic engagement and grades in Latino adolescents.” 2017. Masters Thesis, California State University – Northridge. Accessed December 18, 2017. http://hdl.handle.net/10211.3/195455.

MLA Handbook (7th Edition):

Nolasco, Hector. “Maternal and paternal influences on academic engagement and grades in Latino adolescents.” 2017. Web. 18 Dec 2017.

Vancouver:

Nolasco H. Maternal and paternal influences on academic engagement and grades in Latino adolescents. [Internet] [Masters thesis]. California State University – Northridge; 2017. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/10211.3/195455.

Council of Science Editors:

Nolasco H. Maternal and paternal influences on academic engagement and grades in Latino adolescents. [Masters Thesis]. California State University – Northridge; 2017. Available from: http://hdl.handle.net/10211.3/195455


University of North Texas

10. Collins, Sarah R. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.

Degree: 2012, University of North Texas

 In response to the increasing cost of college, colleges and universities are leveraging financial aid and academic support services to implement access and success programs… (more)

Subjects/Keywords: Collegiate access and success; academic success; college access

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APA (6th Edition):

Collins, S. R. (2012). Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149575/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Collins, Sarah R. “Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.” 2012. Thesis, University of North Texas. Accessed December 18, 2017. https://digital.library.unt.edu/ark:/67531/metadc149575/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Collins, Sarah R. “Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.” 2012. Web. 18 Dec 2017.

Vancouver:

Collins SR. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. [Internet] [Thesis]. University of North Texas; 2012. [cited 2017 Dec 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149575/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Collins SR. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149575/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Veal, Josie Lynn. Academic Success Factors Influencing Linguistically Diverse and Native English Speaking Associate Degree Nursing Students.

Degree: 2012, Marquette University

 To address the healthcare needs of vulnerable populations, nursing educators should evaluate educational preparedness and identify which factors influence a successive academic trajectory in nursing… (more)

Subjects/Keywords: Academic Success; ESL; Linguistically Diverse; Minority; Predictors of Success; Nursing

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APA (6th Edition):

Veal, J. L. (2012). Academic Success Factors Influencing Linguistically Diverse and Native English Speaking Associate Degree Nursing Students. (Thesis). Marquette University. Retrieved from http://epublications.marquette.edu/dissertations_mu/242

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Veal, Josie Lynn. “Academic Success Factors Influencing Linguistically Diverse and Native English Speaking Associate Degree Nursing Students.” 2012. Thesis, Marquette University. Accessed December 18, 2017. http://epublications.marquette.edu/dissertations_mu/242.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Veal, Josie Lynn. “Academic Success Factors Influencing Linguistically Diverse and Native English Speaking Associate Degree Nursing Students.” 2012. Web. 18 Dec 2017.

Vancouver:

Veal JL. Academic Success Factors Influencing Linguistically Diverse and Native English Speaking Associate Degree Nursing Students. [Internet] [Thesis]. Marquette University; 2012. [cited 2017 Dec 18]. Available from: http://epublications.marquette.edu/dissertations_mu/242.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Veal JL. Academic Success Factors Influencing Linguistically Diverse and Native English Speaking Associate Degree Nursing Students. [Thesis]. Marquette University; 2012. Available from: http://epublications.marquette.edu/dissertations_mu/242

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


West Virginia University

12. Cox, Katherine, Eddy. Success from the voices of educators.

Degree: 2009, West Virginia University

 This study examines teachers’ conceptions of success through interviews of fourteen educators from a rural county in a Mid-Atlantic state. The results find that the… (more)

Subjects/Keywords: Prediction of scholastic success.; Academic achievement.

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APA (6th Edition):

Cox, Katherine, E. (2009). Success from the voices of educators. (Thesis). West Virginia University. Retrieved from http://wvuscholar.wvu.edu:8881/R/?func=dbin-jump-full&object_id=22084

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cox, Katherine, Eddy. “Success from the voices of educators.” 2009. Thesis, West Virginia University. Accessed December 18, 2017. http://wvuscholar.wvu.edu:8881/R/?func=dbin-jump-full&object_id=22084.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cox, Katherine, Eddy. “Success from the voices of educators.” 2009. Web. 18 Dec 2017.

Vancouver:

Cox, Katherine E. Success from the voices of educators. [Internet] [Thesis]. West Virginia University; 2009. [cited 2017 Dec 18]. Available from: http://wvuscholar.wvu.edu:8881/R/?func=dbin-jump-full&object_id=22084.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cox, Katherine E. Success from the voices of educators. [Thesis]. West Virginia University; 2009. Available from: http://wvuscholar.wvu.edu:8881/R/?func=dbin-jump-full&object_id=22084

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

13. Lange, Dustin Don. The relationship of psychosocial factors and academic success.

Degree: PhD, Community Health, 2015, University of Illinois – Urbana-Champaign

 Background: Predicting who will succeed in an academic and career setting is of critical importance during an era of high unemployment rates, spiraling cost in… (more)

Subjects/Keywords: Academic success; Work personality; Engagement; Social support

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APA (6th Edition):

Lange, D. D. (2015). The relationship of psychosocial factors and academic success. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88176

Chicago Manual of Style (16th Edition):

Lange, Dustin Don. “The relationship of psychosocial factors and academic success.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 18, 2017. http://hdl.handle.net/2142/88176.

MLA Handbook (7th Edition):

Lange, Dustin Don. “The relationship of psychosocial factors and academic success.” 2015. Web. 18 Dec 2017.

Vancouver:

Lange DD. The relationship of psychosocial factors and academic success. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/2142/88176.

Council of Science Editors:

Lange DD. The relationship of psychosocial factors and academic success. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88176


Louisiana State University

14. Manthei, Jr., Larry Paul. Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution.

Degree: PhD, Education, 2016, Louisiana State University

 This qualitative study examined the experiences of eight Black male higher education doctoral students attending a predominantly White institution in the South. Interviews were conducted… (more)

Subjects/Keywords: Black male academic success; higher education

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APA (6th Edition):

Manthei, Jr., L. P. (2016). Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution. (Doctoral Dissertation). Louisiana State University. Retrieved from http://etd.lsu.edu/docs/available/etd-05252016-161418/ ;

Chicago Manual of Style (16th Edition):

Manthei, Jr., Larry Paul. “Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution.” 2016. Doctoral Dissertation, Louisiana State University. Accessed December 18, 2017. http://etd.lsu.edu/docs/available/etd-05252016-161418/ ;.

MLA Handbook (7th Edition):

Manthei, Jr., Larry Paul. “Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution.” 2016. Web. 18 Dec 2017.

Vancouver:

Manthei, Jr. LP. Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2017 Dec 18]. Available from: http://etd.lsu.edu/docs/available/etd-05252016-161418/ ;.

Council of Science Editors:

Manthei, Jr. LP. Cutting the Deficit: An Examination of Factors Contributing to the Success of Black Males Seeking Doctoral Degrees at a Predominantly White Institution. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: http://etd.lsu.edu/docs/available/etd-05252016-161418/ ;

15. Montoya, Wesley. Success Stories Of Students Of Mexican Descent.

Degree: PhD, Educational Administration and Policy Studies, 2011, U of Denver

  This study tells the personal stories of three academically successful students of Mexican descent. The goal of this study was to give a counter… (more)

Subjects/Keywords: Academic; Mexican; Resiliency; Stories; Student; Success

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Montoya, W. (2011). Success Stories Of Students Of Mexican Descent. (Doctoral Dissertation). U of Denver. Retrieved from http://digitalcommons.du.edu/etd/441

Chicago Manual of Style (16th Edition):

Montoya, Wesley. “Success Stories Of Students Of Mexican Descent.” 2011. Doctoral Dissertation, U of Denver. Accessed December 18, 2017. http://digitalcommons.du.edu/etd/441.

MLA Handbook (7th Edition):

Montoya, Wesley. “Success Stories Of Students Of Mexican Descent.” 2011. Web. 18 Dec 2017.

Vancouver:

Montoya W. Success Stories Of Students Of Mexican Descent. [Internet] [Doctoral dissertation]. U of Denver; 2011. [cited 2017 Dec 18]. Available from: http://digitalcommons.du.edu/etd/441.

Council of Science Editors:

Montoya W. Success Stories Of Students Of Mexican Descent. [Doctoral Dissertation]. U of Denver; 2011. Available from: http://digitalcommons.du.edu/etd/441


University of Southern California

16. Hroch, Amber Michelle. A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university.

Degree: MEd, Postsecondary Administration and Student Affairs, 2011, University of Southern California

 This grounded theory study revealed the common factors of backgrounds, strategies, and motivators in academically successful undergraduate women in science, engineering, and mathematics (SEM) fields… (more)

Subjects/Keywords: academic success; women; science; engineering; mathematics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hroch, A. M. (2011). A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/635923/rec/212

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hroch, Amber Michelle. “A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university.” 2011. Thesis, University of Southern California. Accessed December 18, 2017. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/635923/rec/212.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hroch, Amber Michelle. “A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university.” 2011. Web. 18 Dec 2017.

Vancouver:

Hroch AM. A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university. [Internet] [Thesis]. University of Southern California; 2011. [cited 2017 Dec 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/635923/rec/212.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hroch AM. A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university. [Thesis]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/635923/rec/212

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – Northridge

17. Dascal, Julieta. Examining the Role of Anxiety and Depression in Predicting Fear of Success.

Degree: MA, Department of Psychology, 2017, California State University – Northridge

 Fear of success is a psychological barrier arising due to individuals??? avoidance of perceived negative consequences of success, such as unwanted attention and pressure to… (more)

Subjects/Keywords: fear of success; Dissertations, Academic  – CSUN  – Psychology.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dascal, J. (2017). Examining the Role of Anxiety and Depression in Predicting Fear of Success. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/191917

Chicago Manual of Style (16th Edition):

Dascal, Julieta. “Examining the Role of Anxiety and Depression in Predicting Fear of Success.” 2017. Masters Thesis, California State University – Northridge. Accessed December 18, 2017. http://hdl.handle.net/10211.3/191917.

MLA Handbook (7th Edition):

Dascal, Julieta. “Examining the Role of Anxiety and Depression in Predicting Fear of Success.” 2017. Web. 18 Dec 2017.

Vancouver:

Dascal J. Examining the Role of Anxiety and Depression in Predicting Fear of Success. [Internet] [Masters thesis]. California State University – Northridge; 2017. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/10211.3/191917.

Council of Science Editors:

Dascal J. Examining the Role of Anxiety and Depression in Predicting Fear of Success. [Masters Thesis]. California State University – Northridge; 2017. Available from: http://hdl.handle.net/10211.3/191917


California State University – Sacramento

18. Dyke, Michele Kimberly. Let the truth be told: reflections of first year African American male undergraduates.

Degree: MA, Education (Educational Leadership, 2010, California State University – Sacramento

 Academia is filled with studies that indicate the decline and absence of African American males in higher education (Wilson, 2000; Morgan, 1996; Gibbs, 1988). Research… (more)

Subjects/Keywords: African American males; Academic success; Higher education

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APA (6th Edition):

Dyke, M. K. (2010). Let the truth be told: reflections of first year African American male undergraduates. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/647

Chicago Manual of Style (16th Edition):

Dyke, Michele Kimberly. “Let the truth be told: reflections of first year African American male undergraduates.” 2010. Masters Thesis, California State University – Sacramento. Accessed December 18, 2017. http://hdl.handle.net/10211.9/647.

MLA Handbook (7th Edition):

Dyke, Michele Kimberly. “Let the truth be told: reflections of first year African American male undergraduates.” 2010. Web. 18 Dec 2017.

Vancouver:

Dyke MK. Let the truth be told: reflections of first year African American male undergraduates. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/10211.9/647.

Council of Science Editors:

Dyke MK. Let the truth be told: reflections of first year African American male undergraduates. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/647


Oregon State University

19. McBeth, Scott S. Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities.

Degree: PhD, Education, 2015, Oregon State University

 The topic of student success is beginning to grow in popularity throughout the United States. Student success has a wide variety of definitions ranging from… (more)

Subjects/Keywords: Student success definition; Academic achievement  – Oregon

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APA (6th Edition):

McBeth, S. S. (2015). Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/55295

Chicago Manual of Style (16th Edition):

McBeth, Scott S. “Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities.” 2015. Doctoral Dissertation, Oregon State University. Accessed December 18, 2017. http://hdl.handle.net/1957/55295.

MLA Handbook (7th Edition):

McBeth, Scott S. “Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities.” 2015. Web. 18 Dec 2017.

Vancouver:

McBeth SS. Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities. [Internet] [Doctoral dissertation]. Oregon State University; 2015. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/1957/55295.

Council of Science Editors:

McBeth SS. Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities. [Doctoral Dissertation]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/55295


Utah Valley University

20. Taylor, McLean Andrus. Understanding Nonverbal Communication Can Create Business Success.

Degree: 2015, Utah Valley University

Many professionals claim understanding nonverbal communication can make or break a person’s future in business. Nonverbal communication is defined as anything unspoken, written down, and… (more)

Subjects/Keywords: Nonverbal communication; Success in business; Dissertations, Academic

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APA (6th Edition):

Taylor, M. A. (2015). Understanding Nonverbal Communication Can Create Business Success. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,674

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Taylor, McLean Andrus. “Understanding Nonverbal Communication Can Create Business Success.” 2015. Thesis, Utah Valley University. Accessed December 18, 2017. http://contentdm.uvu.edu:81/u?/UVUTheses,674.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Taylor, McLean Andrus. “Understanding Nonverbal Communication Can Create Business Success.” 2015. Web. 18 Dec 2017.

Vancouver:

Taylor MA. Understanding Nonverbal Communication Can Create Business Success. [Internet] [Thesis]. Utah Valley University; 2015. [cited 2017 Dec 18]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,674.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taylor MA. Understanding Nonverbal Communication Can Create Business Success. [Thesis]. Utah Valley University; 2015. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,674

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Victoria University of Wellington

21. Wilkie, Margaret A. Te Taumata -te Timata: the Pinnacle - the First Step.

Degree: 2010, Victoria University of Wellington

 Maori with Bachelors degrees in Information Technologies (IT) have specialist knowledge and skills far in advance of the general population of Aotearoa/New Zealand. Problematically, this… (more)

Subjects/Keywords: Poutama; Kaupapa Maori; Academic achievement; Success

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APA (6th Edition):

Wilkie, M. A. (2010). Te Taumata -te Timata: the Pinnacle - the First Step. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1426

Chicago Manual of Style (16th Edition):

Wilkie, Margaret A. “Te Taumata -te Timata: the Pinnacle - the First Step.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed December 18, 2017. http://hdl.handle.net/10063/1426.

MLA Handbook (7th Edition):

Wilkie, Margaret A. “Te Taumata -te Timata: the Pinnacle - the First Step.” 2010. Web. 18 Dec 2017.

Vancouver:

Wilkie MA. Te Taumata -te Timata: the Pinnacle - the First Step. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/10063/1426.

Council of Science Editors:

Wilkie MA. Te Taumata -te Timata: the Pinnacle - the First Step. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1426

22. Locke, Toni Ann. Predicting Academic Success in a Graduate Nursing Program: A Pilot Study .

Degree: 2014, California State University – San Marcos

 Statement of Problem: The rising demand for advanced practice nurses has created a demand in graduate nursing programs with limited capacities. Cognitive variables such as… (more)

Subjects/Keywords: Intuition; Experienced Nurse; Novice Nurse; academic success

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APA (6th Edition):

Locke, T. A. (2014). Predicting Academic Success in a Graduate Nursing Program: A Pilot Study . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/119141

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Locke, Toni Ann. “Predicting Academic Success in a Graduate Nursing Program: A Pilot Study .” 2014. Thesis, California State University – San Marcos. Accessed December 18, 2017. http://hdl.handle.net/10211.3/119141.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Locke, Toni Ann. “Predicting Academic Success in a Graduate Nursing Program: A Pilot Study .” 2014. Web. 18 Dec 2017.

Vancouver:

Locke TA. Predicting Academic Success in a Graduate Nursing Program: A Pilot Study . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/10211.3/119141.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Locke TA. Predicting Academic Success in a Graduate Nursing Program: A Pilot Study . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/119141

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Oklahoma State University

23. Brown-Hendershott, Emily A. Admissions Criteria as Predictors of Academic Success in First- and Second- Year Osteopathic Medical Students.

Degree: School of Teaching and Curriculum Leadership, 2008, Oklahoma State University

 Overall undergraduate grade point average (GPA), Science GPA, and MCAT scores (Medical College Admission Test) are nationally used as the leading criteria for medical school… (more)

Subjects/Keywords: academic; admission; criteria; medical; students; success

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brown-Hendershott, E. A. (2008). Admissions Criteria as Predictors of Academic Success in First- and Second- Year Osteopathic Medical Students. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7328

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brown-Hendershott, Emily A. “Admissions Criteria as Predictors of Academic Success in First- and Second- Year Osteopathic Medical Students.” 2008. Thesis, Oklahoma State University. Accessed December 18, 2017. http://hdl.handle.net/11244/7328.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brown-Hendershott, Emily A. “Admissions Criteria as Predictors of Academic Success in First- and Second- Year Osteopathic Medical Students.” 2008. Web. 18 Dec 2017.

Vancouver:

Brown-Hendershott EA. Admissions Criteria as Predictors of Academic Success in First- and Second- Year Osteopathic Medical Students. [Internet] [Thesis]. Oklahoma State University; 2008. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/11244/7328.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown-Hendershott EA. Admissions Criteria as Predictors of Academic Success in First- and Second- Year Osteopathic Medical Students. [Thesis]. Oklahoma State University; 2008. Available from: http://hdl.handle.net/11244/7328

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

24. McLean, Christine Michelle. Highly-engaging community colleges and their successful Hispanic students.

Degree: Educational Administration, 2008, University of Texas – Austin

 The purpose of this study was to investigate what contributes to Hispanic student engagement and success. The research was twofold, and included 1) a review… (more)

Subjects/Keywords: Hispanic students; Engagement; Community colleges; Academic success

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APA (6th Edition):

McLean, C. M. (2008). Highly-engaging community colleges and their successful Hispanic students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/7531

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McLean, Christine Michelle. “Highly-engaging community colleges and their successful Hispanic students.” 2008. Thesis, University of Texas – Austin. Accessed December 18, 2017. http://hdl.handle.net/2152/7531.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McLean, Christine Michelle. “Highly-engaging community colleges and their successful Hispanic students.” 2008. Web. 18 Dec 2017.

Vancouver:

McLean CM. Highly-engaging community colleges and their successful Hispanic students. [Internet] [Thesis]. University of Texas – Austin; 2008. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/2152/7531.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McLean CM. Highly-engaging community colleges and their successful Hispanic students. [Thesis]. University of Texas – Austin; 2008. Available from: http://hdl.handle.net/2152/7531

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Mississippi State University

25. Wells, Eddie Lee. Perceptions of African American male students enrolled in developmental education programs in the community college.

Degree: PhD, Education, College of, 2017, Mississippi State University

  This study sought to understand the perceptions of African American male students who are enrolled in developmental education programs. The researcher gathered information by… (more)

Subjects/Keywords: Academic Success; African American male; Developmental Education

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APA (6th Edition):

Wells, E. L. (2017). Perceptions of African American male students enrolled in developmental education programs in the community college. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03292017-124021/ ;

Chicago Manual of Style (16th Edition):

Wells, Eddie Lee. “Perceptions of African American male students enrolled in developmental education programs in the community college.” 2017. Doctoral Dissertation, Mississippi State University. Accessed December 18, 2017. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03292017-124021/ ;.

MLA Handbook (7th Edition):

Wells, Eddie Lee. “Perceptions of African American male students enrolled in developmental education programs in the community college.” 2017. Web. 18 Dec 2017.

Vancouver:

Wells EL. Perceptions of African American male students enrolled in developmental education programs in the community college. [Internet] [Doctoral dissertation]. Mississippi State University; 2017. [cited 2017 Dec 18]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03292017-124021/ ;.

Council of Science Editors:

Wells EL. Perceptions of African American male students enrolled in developmental education programs in the community college. [Doctoral Dissertation]. Mississippi State University; 2017. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03292017-124021/ ;


Texas Tech University

26. Hansen, Kinsey O. A narrative inquiry of community college faculty perceptions of the role of intrusive advising in student success.

Degree: 2014, Texas Tech University

 Community colleges play a significant role in maintaining economic stability in the United States (Davis, 2008). President Barack Obama (2009) indicated that there is an… (more)

Subjects/Keywords: Intrusive advising; Academic advising; Student success

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hansen, K. O. (2014). A narrative inquiry of community college faculty perceptions of the role of intrusive advising in student success. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/58696

Chicago Manual of Style (16th Edition):

Hansen, Kinsey O. “A narrative inquiry of community college faculty perceptions of the role of intrusive advising in student success.” 2014. Doctoral Dissertation, Texas Tech University. Accessed December 18, 2017. http://hdl.handle.net/2346/58696.

MLA Handbook (7th Edition):

Hansen, Kinsey O. “A narrative inquiry of community college faculty perceptions of the role of intrusive advising in student success.” 2014. Web. 18 Dec 2017.

Vancouver:

Hansen KO. A narrative inquiry of community college faculty perceptions of the role of intrusive advising in student success. [Internet] [Doctoral dissertation]. Texas Tech University; 2014. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/2346/58696.

Council of Science Editors:

Hansen KO. A narrative inquiry of community college faculty perceptions of the role of intrusive advising in student success. [Doctoral Dissertation]. Texas Tech University; 2014. Available from: http://hdl.handle.net/2346/58696


Texas Tech University

27. Gentsch, Holley E. Student-athlete or athlete-student?: A comparative study on the effects of role identity, time constraints, and motivation on academic success and satisfaction with college-life experience.

Degree: 2014, Texas Tech University

 The conclusions from research on collegiate student-athlete academic success are mixed, especially regarding their academic success when compared to non-athletes. In addition, findings are inconclusive… (more)

Subjects/Keywords: Student-athletes; Academic success; College experience; Motivation

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APA (6th Edition):

Gentsch, H. E. (2014). Student-athlete or athlete-student?: A comparative study on the effects of role identity, time constraints, and motivation on academic success and satisfaction with college-life experience. (Masters Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/58501

Chicago Manual of Style (16th Edition):

Gentsch, Holley E. “Student-athlete or athlete-student?: A comparative study on the effects of role identity, time constraints, and motivation on academic success and satisfaction with college-life experience.” 2014. Masters Thesis, Texas Tech University. Accessed December 18, 2017. http://hdl.handle.net/2346/58501.

MLA Handbook (7th Edition):

Gentsch, Holley E. “Student-athlete or athlete-student?: A comparative study on the effects of role identity, time constraints, and motivation on academic success and satisfaction with college-life experience.” 2014. Web. 18 Dec 2017.

Vancouver:

Gentsch HE. Student-athlete or athlete-student?: A comparative study on the effects of role identity, time constraints, and motivation on academic success and satisfaction with college-life experience. [Internet] [Masters thesis]. Texas Tech University; 2014. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/2346/58501.

Council of Science Editors:

Gentsch HE. Student-athlete or athlete-student?: A comparative study on the effects of role identity, time constraints, and motivation on academic success and satisfaction with college-life experience. [Masters Thesis]. Texas Tech University; 2014. Available from: http://hdl.handle.net/2346/58501


Texas A&M University

28. Brookins, Bari. Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University.

Degree: 2012, Texas A&M University

 This dissertation examined the perceptions of high-achieving undergraduate Hispanic students majoring in engineering with regard to their academic success. As the largest and fastest growing… (more)

Subjects/Keywords: Higher education; Hispanic; STEM; Engineering; Academic success

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APA (6th Edition):

Brookins, B. (2012). Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11537

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brookins, Bari. “Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University.” 2012. Thesis, Texas A&M University. Accessed December 18, 2017. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11537.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brookins, Bari. “Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University.” 2012. Web. 18 Dec 2017.

Vancouver:

Brookins B. Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11537.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brookins B. Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11537

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Northeastern University

29. Vieira, Paul D. Designing a grade nine transition program: an exploratory case study.

Degree: EdD, School of Education, 2017, Northeastern University

 The goal of any high school is to make certain that students are college and career ready upon graduation. It is incumbent on schools to… (more)

Subjects/Keywords: academic; emotional; freshman academy; social; success; transition

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Vieira, P. D. (2017). Designing a grade nine transition program: an exploratory case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20247813

Chicago Manual of Style (16th Edition):

Vieira, Paul D. “Designing a grade nine transition program: an exploratory case study.” 2017. Doctoral Dissertation, Northeastern University. Accessed December 18, 2017. http://hdl.handle.net/2047/D20247813.

MLA Handbook (7th Edition):

Vieira, Paul D. “Designing a grade nine transition program: an exploratory case study.” 2017. Web. 18 Dec 2017.

Vancouver:

Vieira PD. Designing a grade nine transition program: an exploratory case study. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2017 Dec 18]. Available from: http://hdl.handle.net/2047/D20247813.

Council of Science Editors:

Vieira PD. Designing a grade nine transition program: an exploratory case study. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20247813

30. Granja, Veruska de Araújo Vasconcelos. Tendências de sucesso no percurso acadêmico do alunado na UFRN .

Degree: 2012, Universidade do Rio Grande do Norte

 Enter the University and remain in it is a challenge for all students who leave high school and enter this level. The aspiration for a… (more)

Subjects/Keywords: Universidade. Sucesso acadêmico. Insucesso acadêmico; University. Academic success. Academic failure

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Granja, V. d. A. V. (2012). Tendências de sucesso no percurso acadêmico do alunado na UFRN . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Granja, Veruska de Araújo Vasconcelos. “Tendências de sucesso no percurso acadêmico do alunado na UFRN .” 2012. Thesis, Universidade do Rio Grande do Norte. Accessed December 18, 2017. http://repositorio.ufrn.br/handle/123456789/14563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Granja, Veruska de Araújo Vasconcelos. “Tendências de sucesso no percurso acadêmico do alunado na UFRN .” 2012. Web. 18 Dec 2017.

Vancouver:

Granja VdAV. Tendências de sucesso no percurso acadêmico do alunado na UFRN . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2012. [cited 2017 Dec 18]. Available from: http://repositorio.ufrn.br/handle/123456789/14563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Granja VdAV. Tendências de sucesso no percurso acadêmico do alunado na UFRN . [Thesis]. Universidade do Rio Grande do Norte; 2012. Available from: http://repositorio.ufrn.br/handle/123456789/14563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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