subject:(college transition)

Texas A&M University

1. Gallant, Danny Ray. An Examination of the Transition of Military Veterans to College.

Degree: PhD, Educational Administration, 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/174213

► This study examined the transition of U. S. military veterans to college using a qualitative case study methodology. To target a specific institutional culture, data… (more)

▼ This study examined the transition of U. S. military veterans to college using a qualitative case study methodology. To target a specific institutional culture, data were collected from student veterans on the campus of Stephen F. Austin State University. Twelve research participants were selected from a purposive sample and interviewed. Purposive sampling was further stratified to obtain research participants who represented a diverse veteran profile. Sampling criteria included branch of service, gender, race, military job, age, and duty assignment. In addition to personal interviews, two focus groups participated in the data collection process. Research data were analyzed using a qualitative thematic analysis and code development process. The combination of the generous educational benefits of the Post-9/11 G.I. Bill and a burgeoning veteran population provide excellent opportunities for veterans to attend college and for higher education institutions to welcome them. The Post-9/11 G.I. Bill provides education benefits for United States military veterans who served after September 10, 2001 and meet certain qualifying criteria. With respect to the veteran population, a tremendous number of men and women have served in the United States military since September 10, 2001. Although U. S. military veterans have strong financial support with the Post-9/11 G.I. bill, those who transition from the military to college have concerns and needs. Using a case study approach, this study examines particular transition concerns and needs expressed by student veteran research participants. The study’s theoretical framework included adult-transition theory and multiple dimensions of identity theory as research components. In addition to a literature review of adult-transition theory and multiple dimensions of identity theory, literature was presented that examined military veterans’ higher education transition concerns. The study’s research participants noted a number of student veteran transition concerns that are similar to those presented in prior research. Two major findings in this study included the significance of research participants’ military identity and importance of a formally organized veterans’ resource center. Advisors/Committee Members: Lechuga, Vicente M. (advisor), Madsen, Jean A. (committee member), Gonzalez, Elsa (committee member), Cummins, Richard (committee member).

Subjects/Keywords: Veterans; Transition; College

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APA (6^th Edition):

Gallant, D. R. (2015). An Examination of the Transition of Military Veterans to College. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174213

Chicago Manual of Style (16^th Edition):

Gallant, Danny Ray. “An Examination of the Transition of Military Veterans to College.” 2015. Doctoral Dissertation, Texas A&M University. Accessed March 06, 2021. http://hdl.handle.net/1969.1/174213.

MLA Handbook (7^th Edition):

Gallant, Danny Ray. “An Examination of the Transition of Military Veterans to College.” 2015. Web. 06 Mar 2021.

Vancouver:

Gallant DR. An Examination of the Transition of Military Veterans to College. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/1969.1/174213.

Council of Science Editors:

Gallant DR. An Examination of the Transition of Military Veterans to College. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/174213

2. Jenkins, Kelley J. Transition Stories Of Student Veterans.

Degree: PhD, Education, 2020, University of Mississippi

URL: https://egrove.olemiss.edu/etd/1862

► The purpose of this phenomenological study is to describe the transition experience for student veterans enrolled in the three largest universities in Mississippi: Mississippi State… (more)

▼ The purpose of this phenomenological study is to describe the transition experience for student veterans enrolled in the three largest universities in Mississippi: Mississippi State University, The University of Mississippi, and The University of Southern Mississippi. Schlossberg’s Transition Theory was used as a lens for viewing the results of this study. This phenological approach will take a social constructivist worldview in order to describe the veteran transition experience. Data was collected using semi structured interviews, transcribed, and analyzed. Each veteran’s story was written in a narrative form to provide rich detail for better understanding of their experiences. The interview transcripts were analyzed and five themes emerged. Theme one, Trouble Relating to Other Students, discussed several reasons student veterans attribute to their not being able to relate to traditional-aged students. The second theme, Lasting Effects of Military Service, examined both the positive and negative effects of military service that have carried over to the classroom. Theme three, Financial Struggle, discussed the financial hardships most participants faced even when receiving military education benefits. The fourth, Types of Support, described the types of support student veterans depend on while they make their transition to the college setting. Finally, theme five, Institutional Interaction, discussed the interactions students had with the institution and how these interactions affected their transition. The themes were then applied to the framework of Schlossberg’s Transition Theory. The 4Ss of Situation, Self, Support, and Strategies were all discussed in terms of the data gathered in this student. This application helps to fill in the gaps in research where further exploration is needed in the realm of student veteran transition. These findings give a better understanding of the transition of student veterans from military service to college life. Implications for higher education were presented to be begin addressing some of the issues student veterans face. Further research is also suggested to expand the knowledge of how to support this special population. Advisors/Committee Members: Amy E Wells-Dolan, Whitney Webb, Ryan Neimeyer.

Subjects/Keywords: college transition; veterans

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APA (6^th Edition):

Jenkins, K. J. (2020). Transition Stories Of Student Veterans. (Doctoral Dissertation). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/1862

Chicago Manual of Style (16^th Edition):

Jenkins, Kelley J. “Transition Stories Of Student Veterans.” 2020. Doctoral Dissertation, University of Mississippi. Accessed March 06, 2021. https://egrove.olemiss.edu/etd/1862.

MLA Handbook (7^th Edition):

Jenkins, Kelley J. “Transition Stories Of Student Veterans.” 2020. Web. 06 Mar 2021.

Vancouver:

Jenkins KJ. Transition Stories Of Student Veterans. [Internet] [Doctoral dissertation]. University of Mississippi; 2020. [cited 2021 Mar 06]. Available from: https://egrove.olemiss.edu/etd/1862.

Council of Science Editors:

Jenkins KJ. Transition Stories Of Student Veterans. [Doctoral Dissertation]. University of Mississippi; 2020. Available from: https://egrove.olemiss.edu/etd/1862

Texas A&M University

3. Becker, Helen Chick. High School to College Transition: A Mixed Methods Approach to Improve Student Understanding of College Readiness.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

URL: http://hdl.handle.net/1969.1/169596

► This study evaluated the effectiveness of a college-themed, inquiry-based curricular intervention on student perceptions of college readiness among high school students in a Freshman English… (more)

Subjects/Keywords: college readiness; high school transition

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APA (6^th Edition):

Becker, H. C. (2017). High School to College Transition: A Mixed Methods Approach to Improve Student Understanding of College Readiness. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169596

Chicago Manual of Style (16^th Edition):

Becker, Helen Chick. “High School to College Transition: A Mixed Methods Approach to Improve Student Understanding of College Readiness.” 2017. Doctoral Dissertation, Texas A&M University. Accessed March 06, 2021. http://hdl.handle.net/1969.1/169596.

MLA Handbook (7^th Edition):

Becker, Helen Chick. “High School to College Transition: A Mixed Methods Approach to Improve Student Understanding of College Readiness.” 2017. Web. 06 Mar 2021.

Vancouver:

Becker HC. High School to College Transition: A Mixed Methods Approach to Improve Student Understanding of College Readiness. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/1969.1/169596.

Council of Science Editors:

Becker HC. High School to College Transition: A Mixed Methods Approach to Improve Student Understanding of College Readiness. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169596

University of Texas – Austin

4. Peralez, Krystal Leigh. Students' perception of the transition from an early college high school to a university.

Degree: PhD, Educational Administration, 2014, University of Texas – Austin

URL: http://hdl.handle.net/2152/44105

► Early college high schools (ECHSs) are secondary institutions designed to aid students with the transition from high school to college and reduce the achievement gap… (more)

▼ Early college high schools (ECHSs) are secondary institutions designed to aid students with the transition from high school to college and reduce the achievement gap for minority, low-income, and first-generation students (Early College High School Initiative, 2008; The Council of State Governments, 2009). Most ECHS research is quantitative and focused on student enrollment, academic success, and matriculation to college. Factors that influence the student transition from high school to college have not been examined (Kaniuka & Vickers, 2010). This study more closely examines gaps in research by exploring how both formal and informal mechanisms of support help ECHS graduates with their adjustment to college life. Utilizing a transition framework, this exploratory study responds to four major research questions: (1) To what degree did the support students receive while enrolled in an ECHS aid in their transition from high school to college? (2) In what ways did students feel prepared or not prepared for their experiences in college? (3) What aspects of the transition did students find most and least challenging? (4) What components of support provided students with an understanding of what they would experience once enrolled in college? A qualitative case study format was used, and participants interviewed were ECHS graduates who recently completed the first year at a four-year institution. Through their interviews, the participants revealed they received a significant amount of academic support that helped them with their transition to a four-year institution, but were lacking in the support and knowledge they needed to negotiate their personal and social transition. The results suggest potential new directions for research focused on the transition from ECHSs to four-year institutions and for the type and quality of support students who participate in accelerated learning experiences like the ECHS receive once they begin their studies at a four-year institution. Advisors/Committee Members: Somers, Patricia (Patricia A.) (advisor), Saenz, Victor (committee member), Ovando, Martha (committee member), Gonzalez, Juan (committee member), Reddick, Richard (committee member), Studer, James (committee member).

Subjects/Keywords: Early college high schools; Transition

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APA (6^th Edition):

Peralez, K. L. (2014). Students' perception of the transition from an early college high school to a university. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/44105

Chicago Manual of Style (16^th Edition):

Peralez, Krystal Leigh. “Students' perception of the transition from an early college high school to a university.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed March 06, 2021. http://hdl.handle.net/2152/44105.

MLA Handbook (7^th Edition):

Peralez, Krystal Leigh. “Students' perception of the transition from an early college high school to a university.” 2014. Web. 06 Mar 2021.

Vancouver:

Peralez KL. Students' perception of the transition from an early college high school to a university. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/2152/44105.

Council of Science Editors:

Peralez KL. Students' perception of the transition from an early college high school to a university. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/44105

University of Oregon

5. Frazee, Keith. Satisfied with the Safety School: Rank, Choice, and Competition within the College Admissions Mania.

Degree: PhD, Department of Educational Methodology, Policy, and Leadership, 2020, University of Oregon

URL: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25285

► Over 16% of entering college students attend more than one university’s new student orientation program. How does attending multiple orientations affect the likelihood of students’… (more)

Subjects/Keywords: college admissions; college choice; college freshmen; college orientation; college transition; enrollment

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APA (6^th Edition):

Frazee, K. (2020). Satisfied with the Safety School: Rank, Choice, and Competition within the College Admissions Mania. (Doctoral Dissertation). University of Oregon. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25285

Chicago Manual of Style (16^th Edition):

Frazee, Keith. “Satisfied with the Safety School: Rank, Choice, and Competition within the College Admissions Mania.” 2020. Doctoral Dissertation, University of Oregon. Accessed March 06, 2021. https://scholarsbank.uoregon.edu/xmlui/handle/1794/25285.

MLA Handbook (7^th Edition):

Frazee, Keith. “Satisfied with the Safety School: Rank, Choice, and Competition within the College Admissions Mania.” 2020. Web. 06 Mar 2021.

Vancouver:

Frazee K. Satisfied with the Safety School: Rank, Choice, and Competition within the College Admissions Mania. [Internet] [Doctoral dissertation]. University of Oregon; 2020. [cited 2021 Mar 06]. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25285.

Council of Science Editors:

Frazee K. Satisfied with the Safety School: Rank, Choice, and Competition within the College Admissions Mania. [Doctoral Dissertation]. University of Oregon; 2020. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25285

6. Gazdzik, Kazimir Bartley. A Mixed Method Study Of The Impact Of Advanced Placement, International Baccalaureate, And Dual Enrollment Courses On College Transition And Success.

Degree: PhD, Teaching & Learning, 2018, University of North Dakota

URL: https://commons.und.edu/theses/2407

► In an educational environment that has limited resources, and greater pressures for increased academic standards, what is the best option to help prepare high… (more)

Subjects/Keywords: Advanced Placement; College Transition; College Transition;

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APA (6^th Edition):

Gazdzik, K. B. (2018). A Mixed Method Study Of The Impact Of Advanced Placement, International Baccalaureate, And Dual Enrollment Courses On College Transition And Success. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2407

Chicago Manual of Style (16^th Edition):

Gazdzik, Kazimir Bartley. “A Mixed Method Study Of The Impact Of Advanced Placement, International Baccalaureate, And Dual Enrollment Courses On College Transition And Success.” 2018. Doctoral Dissertation, University of North Dakota. Accessed March 06, 2021. https://commons.und.edu/theses/2407.

MLA Handbook (7^th Edition):

Gazdzik, Kazimir Bartley. “A Mixed Method Study Of The Impact Of Advanced Placement, International Baccalaureate, And Dual Enrollment Courses On College Transition And Success.” 2018. Web. 06 Mar 2021.

Vancouver:

Gazdzik KB. A Mixed Method Study Of The Impact Of Advanced Placement, International Baccalaureate, And Dual Enrollment Courses On College Transition And Success. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2021 Mar 06]. Available from: https://commons.und.edu/theses/2407.

Council of Science Editors:

Gazdzik KB. A Mixed Method Study Of The Impact Of Advanced Placement, International Baccalaureate, And Dual Enrollment Courses On College Transition And Success. [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2407

7. Kramer, Benjamin G. From Homeschool to the Community College: A Multiple Case Study.

Degree: PhD, Educ Foundations & Leadership, 2012, Old Dominion University

URL: 9781267324962 ; https://digitalcommons.odu.edu/efl_etds/135

► The number of U.S. homeschooled students has steadily risen from the 1980's to the present, and many eventually choose to attend community colleges (Cogan,… (more)

▼ The number of U.S. homeschooled students has steadily risen from the 1980's to the present, and many eventually choose to attend community colleges (Cogan, 2010; Mason, 2004; Ray, 2004a; Sorey & Duggan, 2008a). Homeschoolers who make community colleges their first structured educational setting outside the home do so for various reasons: (a) to obtain skills to prepare for a chosen career path or educational goal; (b) for economic reasons; and (c) to stay close to home (Ray, 2004b; Sorey & Duggan, 2008a). Presently, limited research explores the homeschooled population's transition during the first year of college experience. Community colleges are very different educational settings from four year colleges (AACC, 2012). A comprehensive examination of community college homeschooled student transition is needed. Tinto's theory of college adjustment served as the theoretical framework for a multiple case study of three community college students who completed secondary school as homeschoolers. This study describes how they transitioned from the home environment to a mid-sized, Mid Atlantic community college setting, using Tinto's framework of separation, transition, and incorporation. (Tinto, 1993, 1997). While one student definitely achieved incorporation, it can be argued that the remaining students showed signs of incorporation by the conclusion of the study. The data collection used in this study consisted of interviews, observations, journal analysis, and finally, a focus group. The participants found services such as academic advising, disabilities services, and many teachers and classmates to be helpful to them. The participants overcame challenges including medical conditions, demanding curricula, and relocating while attending Mid Atlantic Community College. Recommendations for recruiting homeschooled students include online, community, and campus initiatives. Some suggestions for campus initiatives included may also serve to retain homeschooled students. Future research should examine many aspects of homeschooling community college student populations, such as demographics, work/school interactions, homeschooling approaches, and faith-based comparisons. Advisors/Committee Members: Molly Duggan, Kellie Sorey, Alice McAdory, Mitchell Williams.

Subjects/Keywords: College transition; Community college; Experiences; Homeschooling; Community College Leadership; Higher Education

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APA (6^th Edition):

Kramer, B. G. (2012). From Homeschool to the Community College: A Multiple Case Study. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781267324962 ; https://digitalcommons.odu.edu/efl_etds/135

Chicago Manual of Style (16^th Edition):

Kramer, Benjamin G. “From Homeschool to the Community College: A Multiple Case Study.” 2012. Doctoral Dissertation, Old Dominion University. Accessed March 06, 2021. 9781267324962 ; https://digitalcommons.odu.edu/efl_etds/135.

MLA Handbook (7^th Edition):

Kramer, Benjamin G. “From Homeschool to the Community College: A Multiple Case Study.” 2012. Web. 06 Mar 2021.

Vancouver:

Kramer BG. From Homeschool to the Community College: A Multiple Case Study. [Internet] [Doctoral dissertation]. Old Dominion University; 2012. [cited 2021 Mar 06]. Available from: 9781267324962 ; https://digitalcommons.odu.edu/efl_etds/135.

Council of Science Editors:

Kramer BG. From Homeschool to the Community College: A Multiple Case Study. [Doctoral Dissertation]. Old Dominion University; 2012. Available from: 9781267324962 ; https://digitalcommons.odu.edu/efl_etds/135

8. Lindstrom, Derrick D. From Community College Faculty to Dean: Using Schlossberg’s Transition Theory to Understand the Transition Experience.

Degree: Higher Education Administration: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/hied_etds/31

► Succession planning and the pending vacancies in leadership are both important topics in higher education in general and community colleges specifically. Faculty have historically… (more)

Subjects/Keywords: Schlossberg; Transition; Community College Deans; Higher Education

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APA (6^th Edition):

Lindstrom, D. D. (2019). From Community College Faculty to Dean: Using Schlossberg’s Transition Theory to Understand the Transition Experience. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/hied_etds/31

Chicago Manual of Style (16^th Edition):

Lindstrom, Derrick D. “From Community College Faculty to Dean: Using Schlossberg’s Transition Theory to Understand the Transition Experience.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed March 06, 2021. https://repository.stcloudstate.edu/hied_etds/31.

MLA Handbook (7^th Edition):

Lindstrom, Derrick D. “From Community College Faculty to Dean: Using Schlossberg’s Transition Theory to Understand the Transition Experience.” 2019. Web. 06 Mar 2021.

Vancouver:

Lindstrom DD. From Community College Faculty to Dean: Using Schlossberg’s Transition Theory to Understand the Transition Experience. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2021 Mar 06]. Available from: https://repository.stcloudstate.edu/hied_etds/31.

Council of Science Editors:

Lindstrom DD. From Community College Faculty to Dean: Using Schlossberg’s Transition Theory to Understand the Transition Experience. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/hied_etds/31

University of Rochester

9. Martinez-Vogt, Emily. Navigating the transition to community college : understanding the perceptions and strategies related to Latina experiences.

Degree: PhD, 2014, University of Rochester

URL: http://hdl.handle.net/1802/28470

► The transition of Latina community college students warrants further interest from the research community and this study aims to fill a gap in the research… (more)

Subjects/Keywords: Community college; Latina; Resilience; Silence; Strategies; Transition

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APA (6^th Edition):

Martinez-Vogt, E. (2014). Navigating the transition to community college : understanding the perceptions and strategies related to Latina experiences. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/28470

Chicago Manual of Style (16^th Edition):

Martinez-Vogt, Emily. “Navigating the transition to community college : understanding the perceptions and strategies related to Latina experiences.” 2014. Doctoral Dissertation, University of Rochester. Accessed March 06, 2021. http://hdl.handle.net/1802/28470.

MLA Handbook (7^th Edition):

Martinez-Vogt, Emily. “Navigating the transition to community college : understanding the perceptions and strategies related to Latina experiences.” 2014. Web. 06 Mar 2021.

Vancouver:

Martinez-Vogt E. Navigating the transition to community college : understanding the perceptions and strategies related to Latina experiences. [Internet] [Doctoral dissertation]. University of Rochester; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/1802/28470.

Council of Science Editors:

Martinez-Vogt E. Navigating the transition to community college : understanding the perceptions and strategies related to Latina experiences. [Doctoral Dissertation]. University of Rochester; 2014. Available from: http://hdl.handle.net/1802/28470

Princeton University

10. Mirakhur, Zitsi. With a Little Help From My Friends? Examining the Role of Peer Homophily in High School Success .

Degree: PhD, 2017, Princeton University

URL: http://arks.princeton.edu/ark:/88435/dsp01wm117r648

► Scholars have long noted the importance of friends for teenagers and much of this work has focused on understanding the relationships between peer characteristics and… (more)

▼ Scholars have long noted the importance of friends for teenagers and much of this work has focused on understanding the relationships between peer characteristics and adolescent experiences and outcomes. Building on this research, I study the importance of peer demographic homophily, which is the sharing of three key demographic features (race, gender, and age) between friends for students’ high school graduation and college enrollment outcomes. With data from two longitudinal studies of adolescents – the Educational Longitudinal Study of 2002 (ELS) and the National Longitudinal Study of Adolescent Health (Add Health) – I examine the relevance of peer homophily in three contexts. In the second chapter, I use ELS data to assess the relative importance of teacher and peer demographic homophily. I find that peer homophily is positively and significantly associated with on-time high school graduation and immediate college enrollment and that it is shared age (measured by grade-level) that likely drives this association. I build on these findings in the next chapter, again using ELS data, to highlight important variations by race: peer homophily is positively and significantly associated with high school completion and immediate college enrollment for white students but not for black students. Similarly, same-age friends appear to be especially important for white students and insignificant for black students. Given the salience of shared age, in the final empirical chapter, I rely on Add Health data to examine whether there is grade-level variation in the association between peer homophily and students’ trajectories out of high school. These analyses reveal that peer homophily appears to be salient for students during their sophomore and junior years of high school. Furthermore, increasing peer homophily during these years is positively and significantly associated with graduating from high school on time and enrolling in college. Taken together, these findings suggest that, however unevenly, peer homophily is a critical aspect of adolescent secondary and postsecondary success. In highlighting this facet of adolescents’ high school experiences, I underscore the entwined nature of teenagers’ social and academic lives and seek answers, in future research, for the mechanisms that might help us better understand these relationships. Advisors/Committee Members: Massey, Douglas (advisor).

Subjects/Keywords: Homophily; Peer effects; Transition to college

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APA (6^th Edition):

Mirakhur, Z. (2017). With a Little Help From My Friends? Examining the Role of Peer Homophily in High School Success . (Doctoral Dissertation). Princeton University. Retrieved from http://arks.princeton.edu/ark:/88435/dsp01wm117r648

Chicago Manual of Style (16^th Edition):

Mirakhur, Zitsi. “With a Little Help From My Friends? Examining the Role of Peer Homophily in High School Success .” 2017. Doctoral Dissertation, Princeton University. Accessed March 06, 2021. http://arks.princeton.edu/ark:/88435/dsp01wm117r648.

MLA Handbook (7^th Edition):

Mirakhur, Zitsi. “With a Little Help From My Friends? Examining the Role of Peer Homophily in High School Success .” 2017. Web. 06 Mar 2021.

Vancouver:

Mirakhur Z. With a Little Help From My Friends? Examining the Role of Peer Homophily in High School Success . [Internet] [Doctoral dissertation]. Princeton University; 2017. [cited 2021 Mar 06]. Available from: http://arks.princeton.edu/ark:/88435/dsp01wm117r648.

Council of Science Editors:

Mirakhur Z. With a Little Help From My Friends? Examining the Role of Peer Homophily in High School Success . [Doctoral Dissertation]. Princeton University; 2017. Available from: http://arks.princeton.edu/ark:/88435/dsp01wm117r648

University of Minnesota

11. Darg, Julie. A Change of Perspective: The Pre-Graduate Expectations versus Post-College Experiences of Theatre Arts Majors.

Degree: PhD, Organizational Leadership, Policy, and Development, 2018, University of Minnesota

URL: http://hdl.handle.net/11299/199090

► Though there has been a great deal of research on the transition into college, there has been relatively little research on the transition out of… (more)

▼ Though there has been a great deal of research on the transition into college, there has been relatively little research on the transition out of college. This is particularly true in relation to theatre arts majors. Though recent graduates face many challenges post-college, there has been minimal exploration done on how graduates experience discrepancies between their pre-graduate expectations formed in college versus their actual post-college experiences. This qualitative study sought to explore the post-college transition experiences of 20 recent theatre arts baccalaureates (12 males and 8 females) and the discrepancy between their pre-graduate expectations and post-college experiences based on Schlossberg’s Transition Theory (1984) as a conceptual model. This model posits the type of transition (non-event), and four coping resources (situation, support, self, and strategies) for managing individual transition experiences. The results of the study identified four primary themes which impacted the post-college experiences of the study participants: (a) Undergraduate Preparedness, (b) Career, Finances, and Other Factors, (c) Discrepancy between Pre-Graduate Expectations versus Post-College Experiences, and (d) Artist Identity. In addition, the results of the study revealed that each of the 20 participants encountered a discrepancy between their pre-graduate expectations versus post-college experiences. The results of the study provide support for adding a new dimension to Schlossberg’s Transition Theory model as it relates to a psychological response that occurs within an individual when they encounter a discrepancy between what they thought would happen after college and what actually occurred post-college. A micro-transition is the psychological “change of perspective” (COP) by an individual regarding the macro-transition experience that results from the realization of a discrepancy between expectations and actual experiences. Implications for this study address undergraduate programming, faculty preparation, and alumni and theater organizations to better prepare theatre arts baccalaureates for the transition to post-college life.

Subjects/Keywords: Post-College; Theatre; Theatre Arts Majors; Transition

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APA (6^th Edition):

Darg, J. (2018). A Change of Perspective: The Pre-Graduate Expectations versus Post-College Experiences of Theatre Arts Majors. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/199090

Chicago Manual of Style (16^th Edition):

Darg, Julie. “A Change of Perspective: The Pre-Graduate Expectations versus Post-College Experiences of Theatre Arts Majors.” 2018. Doctoral Dissertation, University of Minnesota. Accessed March 06, 2021. http://hdl.handle.net/11299/199090.

MLA Handbook (7^th Edition):

Darg, Julie. “A Change of Perspective: The Pre-Graduate Expectations versus Post-College Experiences of Theatre Arts Majors.” 2018. Web. 06 Mar 2021.

Vancouver:

Darg J. A Change of Perspective: The Pre-Graduate Expectations versus Post-College Experiences of Theatre Arts Majors. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/11299/199090.

Council of Science Editors:

Darg J. A Change of Perspective: The Pre-Graduate Expectations versus Post-College Experiences of Theatre Arts Majors. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/199090

Texas Tech University

12. Green, Leigh. Identity and meaning making of student veterans transitioning to college.

Degree: 2012, Texas Tech University

URL: http://hdl.handle.net/2346/46921

► Student veterans are returning to higher education institutions in increasing numbers with the advent of the Post 9/11 G.I. Bill. With over 1.64 million veterans… (more)

▼ Student veterans are returning to higher education institutions in increasing numbers with the advent of the Post 9/11 G.I. Bill. With over 1.64 million veterans of Operation Iraqi Freedom (OIF) and Operation Enduring Freedom (OEF) eligible to enter higher education, the campus community needs more information on the needs of enrolling veterans. The purpose of this study is increase the knowledge base of the identity and meaning making of student veterans as it relates to their transition into university life. Research questions focused on transition issues, identity and meaning making of student veterans as they transitioned from combat deployments to college. Participants included veterans who had been deployed as combat veterans during the OIF and OEF campaigns and were attending the research institution at the time of the study. Qualitative research methods were utilized to gain a personal understanding of the participants’ perceptions of their transition, identity, and meaning making experiences. Grounded research directed the methodological basis for the research since it dictates a constant comparative method when analyzing data. Kegan’s Order’s of Consciousness guided the interpretation on the student veterans’ perception of their meaning making structure. Results concluded that student veterans viewed themselves as separate from the campus community. The perceptions of transition issues from this study are divided among the following five themes: (1) Maturity, (2) Camaraderie, (3) Frustration with the College Experience, (4) Structure and Routine, and (5) Invisibility and Isolation. Additionally, student veterans illustrated the third and fourth stage of Kegan’s Order’s of Consciousness. Recommendations for future practice include educating the campus community on the needs of student veterans, promoting programs that assist the transition of student veterans to campus, investigating the needs of female veterans, and incorporating the multicultural counseling competencies into interactions with student veterans. Advisors/Committee Members: Bradley, Loretta J. (Committee Chair), Parr, Jerry (committee member), Duemer, Lee S. (committee member).

Subjects/Keywords: Student veteran; Transition; College; Identity; Meaning making

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APA (6^th Edition):

Green, L. (2012). Identity and meaning making of student veterans transitioning to college. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/46921

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

Chicago Manual of Style (16^th Edition):

Green, Leigh. “Identity and meaning making of student veterans transitioning to college.” 2012. Thesis, Texas Tech University. Accessed March 06, 2021. http://hdl.handle.net/2346/46921.

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

MLA Handbook (7^th Edition):

Green, Leigh. “Identity and meaning making of student veterans transitioning to college.” 2012. Web. 06 Mar 2021.

Vancouver:

Green L. Identity and meaning making of student veterans transitioning to college. [Internet] [Thesis]. Texas Tech University; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/2346/46921.

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

Council of Science Editors:

Green L. Identity and meaning making of student veterans transitioning to college. [Thesis]. Texas Tech University; 2012. Available from: http://hdl.handle.net/2346/46921

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

University of Georgia

13. Gunby, Howie Farrell. College readiness of GED graduates after completing an adult education program at a technical college.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/27969

► Each year, millions of students are served in adult education programs across the United States. One of the main goals of these students is to… (more)

Subjects/Keywords: Adult Education; GED; College Readiness; Postsecondary Transition

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APA (6^th Edition):

Gunby, H. F. (2014). College readiness of GED graduates after completing an adult education program at a technical college. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27969

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

Chicago Manual of Style (16^th Edition):

Gunby, Howie Farrell. “College readiness of GED graduates after completing an adult education program at a technical college.” 2014. Thesis, University of Georgia. Accessed March 06, 2021. http://hdl.handle.net/10724/27969.

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

MLA Handbook (7^th Edition):

Gunby, Howie Farrell. “College readiness of GED graduates after completing an adult education program at a technical college.” 2014. Web. 06 Mar 2021.

Vancouver:

Gunby HF. College readiness of GED graduates after completing an adult education program at a technical college. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10724/27969.

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

Council of Science Editors:

Gunby HF. College readiness of GED graduates after completing an adult education program at a technical college. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27969

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

University of Georgia

14. Aultman, Lori Price. The journey to self-regulation and identity.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/22292

► The transition from high school to college is a highly anticipated and celebrated rite of passage in a young person’s life. In contemporary society this… (more)

▼ The transition from high school to college is a highly anticipated and celebrated rite of passage in a young person’s life. In contemporary society this multidimensional transition represents one of the first major steps into adulthood and manifold opportunities for personal growth. New social networks, new environments, and new identities as well as lives of increased autonomy, independence, and responsibility await these students. However, many students do not possess adequate coping skills, academic strategies, or resilience to easily negotiate the changes with which they are faced. Furthermore, success in this transition necessitates leaving behind the familiar environment and structure of home and family and integrating into a new culture, the college campus, with its inherent lack of structure or oversight. Therefore, the transition to college constitutes a multifaceted change requiring coping and self-regulatory strategies on academic, social, and emotional levels. An understanding of students’ experiences and meaning making while moving through this phase of their lives will allow the education community to better inform, support, and enhance a more seamless journey from secondary to post-secondary education. This longitudinal study examined the adequacy of an integrated model of transition, based on Schlossberg’s theory of transition and constructs from general models of self-regulation, in describing the transition from high school to college. Seventeen entering freshmen (12 females and 5 males) who were enrolled at the University of Georgia engaged in the research program for 18 months, beginning prior to enrollment through the first semester of their second year of college. Findings revealed a great degree of overlap and interaction between adaptation, coping, and self-regulation constructs related to transitions. A new integrated model of self-regulation and transition was proposed where the processes of self-regulation and adaptation to transition take place within a person-behavior-environment system. Conceptualizing transitions from both a macro level, defined as the life event itself, and the micro level, construed as the situations and smaller events that comprise the transition, is supported as a more useful approach in describing and intervening in the transition process.

Subjects/Keywords: Transition; self-regulation; identity development; college students

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APA (6^th Edition):

Aultman, L. P. (2014). The journey to self-regulation and identity. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22292

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

Chicago Manual of Style (16^th Edition):

Aultman, Lori Price. “The journey to self-regulation and identity.” 2014. Thesis, University of Georgia. Accessed March 06, 2021. http://hdl.handle.net/10724/22292.

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

MLA Handbook (7^th Edition):

Aultman, Lori Price. “The journey to self-regulation and identity.” 2014. Web. 06 Mar 2021.

Vancouver:

Aultman LP. The journey to self-regulation and identity. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10724/22292.

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

Council of Science Editors:

Aultman LP. The journey to self-regulation and identity. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22292

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

Eastern Michigan University

15. Witcher, Shontaye M. Higher education disability professionals perceptions on transition processes for college freshmen with autism spectrum disorders.

Degree: PhD, Leadership and Counseling, 2020, Eastern Michigan University

URL: https://commons.emich.edu/theses/1010

► The purpose of this qualitative study was to analyze the perceptions of 14 higher education disability professions (HEDPs) from 4-year public universities in Michigan… (more)

▼ The purpose of this qualitative study was to analyze the perceptions of 14 higher education disability professions (HEDPs) from 4-year public universities in Michigan regarding the transition process for students with autism spectrum disorder (ASD) from secondary to postsecondary institutions. A phenomenological analysis approach was used to analyze data. ASD is a lifelong disorder, and people with ASD who seek postsecondary education require individualized supports. Additionally, a growing number of students with ASD are attending college after high school, so universities need to be prepared for them. ASD students have unique communication, social, and behavioral characteristics and need accommodations to help them achieve academic success. The transition to college can be arduous for these students, and a failure to plan appropriately will nearly always lead to the first-semester failure. Virtual interviews were conducted with participants in which they responded to a 21- question survey instrument that was developed for this study. Five research questions examined retention, barriers, gaps, support services, and practices. Open-ended interviews provided key data, which I analyzed using a theoretical framework informed by transformative worldview inquiry, disability theory, organizational theory, and critical race theory. Nine themes and multiple subthemes emerged from this analysis. These themes identified key factors impacting the postsecondary transition process for students with ASD: parental involvement, accommodations, influencers of success, social and independent functioning, ASD issues, career employment, the transition from K-12 to postsecondary, faculty, and academic functioning. The appendices contain supportive materials to guide the potential implementation of this study for stakeholders: Transition from High School to College Overview Tool, Transition Tool for Students with Autism for College, Transition Tool for Parents, and Informal Inventory for Schools. These tools assist with understanding the key elements that support a successful transition to college for students with autism. Advisors/Committee Members: Rema Reynolds, PhD, Carmen McCallum, PhD, David Anderson, PhD.

Subjects/Keywords: Autism; College; K12; Parents; Postsecondary; Transition

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APA (6^th Edition):

Witcher, S. M. (2020). Higher education disability professionals perceptions on transition processes for college freshmen with autism spectrum disorders. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/1010

Chicago Manual of Style (16^th Edition):

Witcher, Shontaye M. “Higher education disability professionals perceptions on transition processes for college freshmen with autism spectrum disorders.” 2020. Doctoral Dissertation, Eastern Michigan University. Accessed March 06, 2021. https://commons.emich.edu/theses/1010.

MLA Handbook (7^th Edition):

Witcher, Shontaye M. “Higher education disability professionals perceptions on transition processes for college freshmen with autism spectrum disorders.” 2020. Web. 06 Mar 2021.

Vancouver:

Witcher SM. Higher education disability professionals perceptions on transition processes for college freshmen with autism spectrum disorders. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2020. [cited 2021 Mar 06]. Available from: https://commons.emich.edu/theses/1010.

Council of Science Editors:

Witcher SM. Higher education disability professionals perceptions on transition processes for college freshmen with autism spectrum disorders. [Doctoral Dissertation]. Eastern Michigan University; 2020. Available from: https://commons.emich.edu/theses/1010

Texas A&M University

16. Kotinek, Jonathan David. A Narrative Examination of the Experience of Early Entrance to College.

Degree: PhD, Educational Psychology, 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151128

► This study addresses the question “what is it like to be a gifted early college entrant?” Participants were eight college graduates between the ages of… (more)

Subjects/Keywords: gifted; early college entrance; narrative inquiry; aynchronous development; college transition

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APA (6^th Edition):

Kotinek, J. D. (2013). A Narrative Examination of the Experience of Early Entrance to College. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151128

Chicago Manual of Style (16^th Edition):

Kotinek, Jonathan David. “A Narrative Examination of the Experience of Early Entrance to College.” 2013. Doctoral Dissertation, Texas A&M University. Accessed March 06, 2021. http://hdl.handle.net/1969.1/151128.

MLA Handbook (7^th Edition):

Kotinek, Jonathan David. “A Narrative Examination of the Experience of Early Entrance to College.” 2013. Web. 06 Mar 2021.

Vancouver:

Kotinek JD. A Narrative Examination of the Experience of Early Entrance to College. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/1969.1/151128.

Council of Science Editors:

Kotinek JD. A Narrative Examination of the Experience of Early Entrance to College. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151128

Penn State University

17. Dvorakova, Kamila. Using Contemplative Practices to Promote College Students’ Socioemotional Competencies and Healthy Transition to College: A Conceptual and Empirical Analysis.

Degree: 2017, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/14209kud167

► The transition to college reflects a period of a great flux and novelty in all areas of the young person’s life. In Western societies, many… (more)

▼ The transition to college reflects a period of a great flux and novelty in all areas of the young person’s life. In Western societies, many young people are expected to find their niche through college education or further vocational training and grow into healthy, independent, and contributing individuals. As a “rite of passage”, entering college is associated with separation from family and friends, transition to become independent and self-regulating, and integration into a new social and academic environment. Thus, college is characterized by both increased freedoms as well as heightened need to cope with new challenges in all areas of life. Unfortunately, there are numerous data sources that indicate that being a college student is stressful and the recent rise in mental health problems has been characterized as a “crisis”. When the normative developmental instability characteristic of emerging adulthood is paired with inadequate coping it provides a high-risk context for a wide range of negative consequences from poor adjustment to college, academic failure, substance abuse, to severe psychopathologies and disorders. The purpose of this dissertation was to examine the developmental and socioemotional factors impacting transition and adjustment to college and the potential of contemplative practices to enhance first year college students’ health and wellbeing during this time period. First, I theoretically analyzed the stress and coping processes during transition to college and proposed a conceptual model of how mindfulness and compassion skills may strengthen college students’ coping processes before, during, and after a challenging encounter. Second, I presented the post-test outcomes of a randomized controlled trial that aimed to evaluate the Learning to BREATHE (L2B) mindfulness-based intervention in a convenience sample of 109 first year college students. The pre-post results showed that, compared to the control group, students in the intervention reported a significant decrease in depression and anxiety symptoms and increase in life satisfaction. Furthermore, we found a marginally significant decrease in sleep issues and alcohol consequences. Third, I evaluated the 3-month follow-up data of the L2B intervention and examined hypothesized factors that might mediate the outcomes. The findings showed that the assignment to the mindfulness intervention was predictive of a decrease in distress and an increase in life satisfaction at the 3-month follow-up. Furthermore, the increase in reported mindfulness states mediated the outcome of distress, but not life satisfaction. The greater use of mindfulness practices mediated both distress and life satisfaction outcomes at follow-up. I concluded that mindfulness-based practices may positively impact both prevention of students’ mental health issues and promotion of their socioemotional competencies. Given the current issues with worldwide instabilities, 21st century education needs to be multifaceted, providing youth with the necessary cognitive and socioemotional… Advisors/Committee Members: Mark T Greenberg, Dissertation Advisor/Co-Advisor, Mark T Greenberg, Committee Chair/Co-Chair, Robert William Roeser, Committee Member, Meg Leavy Small, Committee Member, Steriani Elavsky, Outside Member.

Subjects/Keywords: Mindfulness; transition to college; first year college students; wellbeing; education; compassion

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APA (6^th Edition):

Dvorakova, K. (2017). Using Contemplative Practices to Promote College Students’ Socioemotional Competencies and Healthy Transition to College: A Conceptual and Empirical Analysis. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/14209kud167

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

Chicago Manual of Style (16^th Edition):

Dvorakova, Kamila. “Using Contemplative Practices to Promote College Students’ Socioemotional Competencies and Healthy Transition to College: A Conceptual and Empirical Analysis.” 2017. Thesis, Penn State University. Accessed March 06, 2021. https://submit-etda.libraries.psu.edu/catalog/14209kud167.

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

MLA Handbook (7^th Edition):

Dvorakova, Kamila. “Using Contemplative Practices to Promote College Students’ Socioemotional Competencies and Healthy Transition to College: A Conceptual and Empirical Analysis.” 2017. Web. 06 Mar 2021.

Vancouver:

Dvorakova K. Using Contemplative Practices to Promote College Students’ Socioemotional Competencies and Healthy Transition to College: A Conceptual and Empirical Analysis. [Internet] [Thesis]. Penn State University; 2017. [cited 2021 Mar 06]. Available from: https://submit-etda.libraries.psu.edu/catalog/14209kud167.

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

Council of Science Editors:

Dvorakova K. Using Contemplative Practices to Promote College Students’ Socioemotional Competencies and Healthy Transition to College: A Conceptual and Empirical Analysis. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/14209kud167

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

George Mason University

18. Angeles, Kathryn. How Students Obtain College Knowledge During Their Transition from High School to College .

Degree: 2015, George Mason University

URL: http://hdl.handle.net/1920/9124

► This thesis describes a case study conducted at selected northern Virginia high schools and at George Mason University (Mason). Through interviews with high school counselors… (more)

Subjects/Keywords: student transition; college knowledge; higher education; high school to college

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APA (6^th Edition):

Angeles, K. (2015). How Students Obtain College Knowledge During Their Transition from High School to College . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9124

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

Chicago Manual of Style (16^th Edition):

Angeles, Kathryn. “How Students Obtain College Knowledge During Their Transition from High School to College .” 2015. Thesis, George Mason University. Accessed March 06, 2021. http://hdl.handle.net/1920/9124.

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

MLA Handbook (7^th Edition):

Angeles, Kathryn. “How Students Obtain College Knowledge During Their Transition from High School to College .” 2015. Web. 06 Mar 2021.

Vancouver:

Angeles K. How Students Obtain College Knowledge During Their Transition from High School to College . [Internet] [Thesis]. George Mason University; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/1920/9124.

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

Council of Science Editors:

Angeles K. How Students Obtain College Knowledge During Their Transition from High School to College . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/9124

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

19. Haugen, Douglas E. College Transition Programs for Community College Students.

Degree: 2012, University of Nevada – Reno

URL: http://hdl.handle.net/11714/3577

► Over the past four decades the number of students enrolling in colleges and universities requiring at least one pre-college level course has been about one-third… (more)

Subjects/Keywords: College; Community College; Mixed Factorial ANOVA; Summer Bridge; Transition; Underprepared

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APA (6^th Edition):

Haugen, D. E. (2012). College Transition Programs for Community College Students. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/3577

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

Chicago Manual of Style (16^th Edition):

Haugen, Douglas E. “College Transition Programs for Community College Students.” 2012. Thesis, University of Nevada – Reno. Accessed March 06, 2021. http://hdl.handle.net/11714/3577.

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

MLA Handbook (7^th Edition):

Haugen, Douglas E. “College Transition Programs for Community College Students.” 2012. Web. 06 Mar 2021.

Vancouver:

Haugen DE. College Transition Programs for Community College Students. [Internet] [Thesis]. University of Nevada – Reno; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/11714/3577.

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

Council of Science Editors:

Haugen DE. College Transition Programs for Community College Students. [Thesis]. University of Nevada – Reno; 2012. Available from: http://hdl.handle.net/11714/3577

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

Liberty University

20. Herman, Karen Park. A Phenomenological Study of the Shared Experiences of Former Developmental-Math Students Who Have Successfully Completed a College-Level Math Course.

Degree: 2019, Liberty University

URL: https://digitalcommons.liberty.edu/doctoral/2122

► The purpose of this transcendental phenomenological study was to describe the shared experiences of former developmental-math students who have successfully completed a college-level math course… (more)

Subjects/Keywords: College Readiness; Developmental Math; College Success; College-level Math; Transition Theory; Persistence; Education; Higher Education

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APA (6^th Edition):

Herman, K. P. (2019). A Phenomenological Study of the Shared Experiences of Former Developmental-Math Students Who Have Successfully Completed a College-Level Math Course. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2122

Chicago Manual of Style (16^th Edition):

Herman, Karen Park. “A Phenomenological Study of the Shared Experiences of Former Developmental-Math Students Who Have Successfully Completed a College-Level Math Course.” 2019. Doctoral Dissertation, Liberty University. Accessed March 06, 2021. https://digitalcommons.liberty.edu/doctoral/2122.

MLA Handbook (7^th Edition):

Herman, Karen Park. “A Phenomenological Study of the Shared Experiences of Former Developmental-Math Students Who Have Successfully Completed a College-Level Math Course.” 2019. Web. 06 Mar 2021.

Vancouver:

Herman KP. A Phenomenological Study of the Shared Experiences of Former Developmental-Math Students Who Have Successfully Completed a College-Level Math Course. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2021 Mar 06]. Available from: https://digitalcommons.liberty.edu/doctoral/2122.

Council of Science Editors:

Herman KP. A Phenomenological Study of the Shared Experiences of Former Developmental-Math Students Who Have Successfully Completed a College-Level Math Course. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2122

University of Minnesota

21. Greenberg, Daniel. Transition and Support Programs For College Students With Autism Spectrum Disorder.

Degree: PhD, Organizational Leadership, Policy, and Development, 2020, University of Minnesota

URL: http://hdl.handle.net/11299/216148

► Some colleges provide support to degree-seeking students with autism spectrum disorder (ASD), beyond what is mandated under the Americans with Disabilities Act. It is not… (more)

Subjects/Keywords: autism; college students; college support programs; college transition programs; postsecondary education; student experience

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APA (6^th Edition):

Greenberg, D. (2020). Transition and Support Programs For College Students With Autism Spectrum Disorder. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/216148

Chicago Manual of Style (16^th Edition):

Greenberg, Daniel. “Transition and Support Programs For College Students With Autism Spectrum Disorder.” 2020. Doctoral Dissertation, University of Minnesota. Accessed March 06, 2021. http://hdl.handle.net/11299/216148.

MLA Handbook (7^th Edition):

Greenberg, Daniel. “Transition and Support Programs For College Students With Autism Spectrum Disorder.” 2020. Web. 06 Mar 2021.

Vancouver:

Greenberg D. Transition and Support Programs For College Students With Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. University of Minnesota; 2020. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/11299/216148.

Council of Science Editors:

Greenberg D. Transition and Support Programs For College Students With Autism Spectrum Disorder. [Doctoral Dissertation]. University of Minnesota; 2020. Available from: http://hdl.handle.net/11299/216148

University of Georgia

22. Clift, Bryan Christopher. "The whole soccer package".

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/24863

► The purpose of this study is to explore how incoming freshmen on the women’s soccer team at a Division I university perceived and negotiated the… (more)

Subjects/Keywords: College athletes; College athletics; Transition to college; Freshman; First year experiences; Women and sport.

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APA (6^th Edition):

Clift, B. C. (2014). "The whole soccer package". (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24863

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

Chicago Manual of Style (16^th Edition):

Clift, Bryan Christopher. “"The whole soccer package".” 2014. Thesis, University of Georgia. Accessed March 06, 2021. http://hdl.handle.net/10724/24863.

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

MLA Handbook (7^th Edition):

Clift, Bryan Christopher. “"The whole soccer package".” 2014. Web. 06 Mar 2021.

Vancouver:

Clift BC. "The whole soccer package". [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10724/24863.

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

Council of Science Editors:

Clift BC. "The whole soccer package". [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24863

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

University of Southern California

23. Soto, Carmen. “Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university.

Degree: MEd, Education (Counseling Psychology), 2011, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/429484/rec/8000

► The transition experience of community college transfer students at a highly selective university is marked by several difficulties, most notably a change from a seemingly… (more)

Subjects/Keywords: community college; private universities; Schlossberg'; s Transition Theory; student transition; traditionally underserved students; transfer students

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APA (6^th Edition):

Soto, C. (2011). “Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/429484/rec/8000

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

Chicago Manual of Style (16^th Edition):

Soto, Carmen. ““Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university.” 2011. Thesis, University of Southern California. Accessed March 06, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/429484/rec/8000.

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

MLA Handbook (7^th Edition):

Soto, Carmen. ““Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university.” 2011. Web. 06 Mar 2021.

Vancouver:

Soto C. “Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university. [Internet] [Thesis]. University of Southern California; 2011. [cited 2021 Mar 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/429484/rec/8000.

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

Council of Science Editors:

Soto C. “Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university. [Thesis]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/429484/rec/8000

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

East Tennessee State University

24. Corwin, Charles Dudley, IV. EXPLORE Test and Ninth Grade Success in English 9 and Algebra I as related to End-of- Course Exams and Final Averages in a Rural East Tennessee High School.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

URL: https://dc.etsu.edu/etd/2478

► The purpose of this study was to compare scores students received on the eighth grade EXPLORE test in math and English to scores received… (more)

Subjects/Keywords: College Transition; End-of-Course Exams; EXPLORE Test; Freshman Transition; High School Dropout; Middle School Transition; Education

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APA (6^th Edition):

Corwin, Charles Dudley, I. (2015). EXPLORE Test and Ninth Grade Success in English 9 and Algebra I as related to End-of- Course Exams and Final Averages in a Rural East Tennessee High School. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2478

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

Chicago Manual of Style (16^th Edition):

Corwin, Charles Dudley, IV. “EXPLORE Test and Ninth Grade Success in English 9 and Algebra I as related to End-of- Course Exams and Final Averages in a Rural East Tennessee High School.” 2015. Thesis, East Tennessee State University. Accessed March 06, 2021. https://dc.etsu.edu/etd/2478.

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

MLA Handbook (7^th Edition):

Corwin, Charles Dudley, IV. “EXPLORE Test and Ninth Grade Success in English 9 and Algebra I as related to End-of- Course Exams and Final Averages in a Rural East Tennessee High School.” 2015. Web. 06 Mar 2021.

Vancouver:

Corwin, Charles Dudley I. EXPLORE Test and Ninth Grade Success in English 9 and Algebra I as related to End-of- Course Exams and Final Averages in a Rural East Tennessee High School. [Internet] [Thesis]. East Tennessee State University; 2015. [cited 2021 Mar 06]. Available from: https://dc.etsu.edu/etd/2478.

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

Council of Science Editors:

Corwin, Charles Dudley I. EXPLORE Test and Ninth Grade Success in English 9 and Algebra I as related to End-of- Course Exams and Final Averages in a Rural East Tennessee High School. [Thesis]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2478

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

University of Georgia

25. Foster, LaQuesha. Narratives of early college high school students.

Degree: 2019, University of Georgia

URL: http://hdl.handle.net/10724/38591

► Seldom are the experiences of Early College High School (ECHS) students studied while they are simultaneously working towards high school and college completion. Designed to… (more)

Subjects/Keywords: early college high school; ECHS; dual credit; community college; Schlossberg’s transition theory; transition; navigation; narrative; stories; experiences; narrative inquiry; thematic analysis

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

APA (6^th Edition):

Foster, L. (2019). Narratives of early college high school students. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/38591

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

Chicago Manual of Style (16^th Edition):

Foster, LaQuesha. “Narratives of early college high school students.” 2019. Thesis, University of Georgia. Accessed March 06, 2021. http://hdl.handle.net/10724/38591.

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

MLA Handbook (7^th Edition):

Foster, LaQuesha. “Narratives of early college high school students.” 2019. Web. 06 Mar 2021.

Vancouver:

Foster L. Narratives of early college high school students. [Internet] [Thesis]. University of Georgia; 2019. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10724/38591.

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

Council of Science Editors:

Foster L. Narratives of early college high school students. [Thesis]. University of Georgia; 2019. Available from: http://hdl.handle.net/10724/38591

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

UCLA

26. Acevedo-Gil, Nancy. College-Going Culture in an Underresourced Urban High School: Examining Latina/o College Choice and Navigation.

Degree: Education, 2014, UCLA

URL: http://www.escholarship.org/uc/item/27c3n1h0

► This qualitative case study examined the college-going processes at an underresourced urban high school with a large Latina/o student population. This dissertation addressed gaps in… (more)

▼ This qualitative case study examined the college-going processes at an underresourced urban high school with a large Latina/o student population. This dissertation addressed gaps in the college-going culture literature and shortfalls in college choice models. At the organizational level, this dissertation revealed the conceptualization and application of college-going efforts within the larger school culture. At the student level, this dissertation identified how college-going efforts shaped the college choice, transition, and navigation pathways of Latina/o students who aspired to earn a bachelor's degree. I merged three theoretical frameworks to guide this study. First, Critical race theory in education served as the overarching frameworks for this study to challenge deficit discourses on race and racism as they relate to education. Second, to examine college-going efforts, I utilized a school culture lens, which I defined as a set of actions informed by the intersections of structures, climates, and individual agency. Third, college-choice organizational habitus bridged the school and student-level processes by revealing how college-going efforts influenced the college expectations, choices, and enrollments of the participants. Grounded theory and critical race grounded theory served as guiding methodological frameworks in the data collection and analysis stages. Sources of data included oral histories with 57 students at two different points in time. The first round of interviews occurred during the twelfth grade in high school, and the second round occurred approximately six months later, after the participants' first college term. Data also came from semi-structured interviews with 17 practitioners and administrators, who supported college efforts, and from observations of college preparation events during one school year. Data analysis occurred through contextual analysis, coding, triangulation, and theoretical memos. The first finding established that policies and funding resulted in a school culture of continuous change, instability, and marginalization. Four climates occurred as a manifestation of the school culture, which included four overlapping climates: high aspirations, college-going, low expectations, and surveillance and control. Climates of high aspirations occurred in spaces where educators aspired for students to succeed in college. College-going climates resulted within climates of high aspirations depicted by educators integrated college-going activities into schooling processes. Educator participants also created climates of low expectations, which were rooted in deficit ideologies. The climate of low expectations resulted in a climate of surveillance and control, which entailed the use of security measures and regulations that aimed to control student behavior. The climates of low expectations and surveillance and control inhibited college-going efforts by not equipping participants with the skills required to navigate post-secondary educational institutions. The second…

Subjects/Keywords: Education; Higher education; Hispanic American studies; College Choice; College-Going Culture; College navigation; College transition; Latina/o; Urban high school

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APA (6^th Edition):

Acevedo-Gil, N. (2014). College-Going Culture in an Underresourced Urban High School: Examining Latina/o College Choice and Navigation. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/27c3n1h0

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

Chicago Manual of Style (16^th Edition):

Acevedo-Gil, Nancy. “College-Going Culture in an Underresourced Urban High School: Examining Latina/o College Choice and Navigation.” 2014. Thesis, UCLA. Accessed March 06, 2021. http://www.escholarship.org/uc/item/27c3n1h0.

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

MLA Handbook (7^th Edition):

Acevedo-Gil, Nancy. “College-Going Culture in an Underresourced Urban High School: Examining Latina/o College Choice and Navigation.” 2014. Web. 06 Mar 2021.

Vancouver:

Acevedo-Gil N. College-Going Culture in an Underresourced Urban High School: Examining Latina/o College Choice and Navigation. [Internet] [Thesis]. UCLA; 2014. [cited 2021 Mar 06]. Available from: http://www.escholarship.org/uc/item/27c3n1h0.

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

Council of Science Editors:

Acevedo-Gil N. College-Going Culture in an Underresourced Urban High School: Examining Latina/o College Choice and Navigation. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/27c3n1h0

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

University of Georgia

27. Ray, Lizbeth Cara Skeat. Social connection strategies of academically underprepared college students.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/26134

► This qualitative study examined the social connections of academically underprepared college students, defined as those who test into one or more developmental education courses in… (more)

Subjects/Keywords: College student; Two-year colleges; College student friendships; College student social interactions; Transition to college; Academically underprepared students

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APA (6^th Edition):

Ray, L. C. S. (2014). Social connection strategies of academically underprepared college students. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26134

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

Chicago Manual of Style (16^th Edition):

Ray, Lizbeth Cara Skeat. “Social connection strategies of academically underprepared college students.” 2014. Thesis, University of Georgia. Accessed March 06, 2021. http://hdl.handle.net/10724/26134.

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

MLA Handbook (7^th Edition):

Ray, Lizbeth Cara Skeat. “Social connection strategies of academically underprepared college students.” 2014. Web. 06 Mar 2021.

Vancouver:

Ray LCS. Social connection strategies of academically underprepared college students. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10724/26134.

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

Council of Science Editors:

Ray LCS. Social connection strategies of academically underprepared college students. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26134

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

Temple University

28. Pittaoulis, Melissa Anastasia. Getting through School: A Study of How Students Select their College Majors and Plan for the Future.

Degree: PhD, 2012, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,204404

►

Sociology

This dissertation examines the strategies that students use for navigating their way through college and the steps they take in preparation for college graduation.… (more)

▼

Sociology

This dissertation examines the strategies that students use for navigating their way through college and the steps they take in preparation for college graduation. I wrote this dissertation because I wanted to understand how students go from being freshmen not long out of high school to young adults prepared (or not prepared) to enter the workforce or attend graduate or professional school. Past research has found that as high school students, many young people are generally directionless when it comes to learning about different career paths (Schneider and Stevenson 2006). Moreover, in the U.S., there is very little structural support for helping students navigate the transition from student to worker. While universities may offer programs that can aid students in finding jobs or applying to graduate schools, it is largely up to students to seek these programs out. This dissertation therefore investigates the question, "How much do college students plan for their post-college lives?" To accomplish my research goals, I focus on two areas in which students may demonstrate planfulness: choosing a college major and planning for post-graduation careers or schooling. I seek to answer three general questions. First, what reasons do students give for attending college? Second, how planful are students when selecting their college majors? Third, how planful are students in preparing for their future educational and occupational goals? To answer these questions, I collected my own data using a mixed methodology research design that included in-depth interviews with 31 students and a survey of nearly 500 college seniors at a large, northeastern university. This study adds to the literature on the transition to adulthood by studying the school-to-work transition. It also contributes to the sociology of education literature by shedding light on how college students make decisions about college majors. The survey shows that many students simultaneously hold both utilitarian and liberal arts philosophies toward higher education. The majority of survey respondents reported that they were motivated to attend college because of both the extrinsic and intrinsic rewards that a college education offers. Meanwhile, the in-depth interviews suggest that parental expectations, which were also commonly cited by survey respondents as reasons for attending college, are very powerful influences in students' decisions to attend college. Regarding college major choices, the survey results suggest that students find school experience more influential than the prospects of a potential career. In total, about two-thirds of respondents gave "present-oriented" rather than "future-oriented" reasons for choosing their majors. When looking at individual reasons for selecting a major, I found that passion for or interest in a subject was by far the reason cited most often as most important. The in-depth interview data provide further insight into the relationship between college majors and post-graduation plans. These interviews show that it…

Advisors/Committee Members: Ericksen, Eugene, Grasmuck, Sherri, Goyette, Kimberly A., Joslyn, Richard.

Subjects/Keywords: Sociology; Sociology of education; college majors; college students; planfulness; post-graduation plans; transition to adulthood

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

APA (6^th Edition):

Pittaoulis, M. A. (2012). Getting through School: A Study of How Students Select their College Majors and Plan for the Future. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,204404

Chicago Manual of Style (16^th Edition):

Pittaoulis, Melissa Anastasia. “Getting through School: A Study of How Students Select their College Majors and Plan for the Future.” 2012. Doctoral Dissertation, Temple University. Accessed March 06, 2021. http://digital.library.temple.edu/u?/p245801coll10,204404.

MLA Handbook (7^th Edition):

Pittaoulis, Melissa Anastasia. “Getting through School: A Study of How Students Select their College Majors and Plan for the Future.” 2012. Web. 06 Mar 2021.

Vancouver:

Pittaoulis MA. Getting through School: A Study of How Students Select their College Majors and Plan for the Future. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2021 Mar 06]. Available from: http://digital.library.temple.edu/u?/p245801coll10,204404.

Council of Science Editors:

Pittaoulis MA. Getting through School: A Study of How Students Select their College Majors and Plan for the Future. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,204404

University of Louisville

29. Davis, Darlene M. Repetitive negative thinking styles and first-semester academic performance: psychological risk and resilience among low-income college students.

Degree: PhD, 2018, University of Louisville

URL: 10.18297/etd/3137 ; https://ir.library.louisville.edu/etd/3137

► College students face significant mental health and academic challenges their first academic year. The college transition period can be stressful. In addition, students are… (more)

▼ College students face significant mental health and academic challenges their first academic year. The college transition period can be stressful. In addition, students are increasingly endorsing anxious and depressive symptoms. Depressive and anxious symptoms are linked to repetitive negative thinking styles that present in college students, which contributes to academic interference. The first year of college can be challenging for students who are unable to adjust and adapt. Students who struggle and feel overwhelmed by life stressors experience psychological disruption that interferes with academic performance. Growing up in poverty has been associated with lower grade point averages and poorer graduation rates in low-income college students. Low-income college students also tend to have poorer psychological well-being when compared to their same-aged peers. Campus retention programs give support for students from impoverished backgrounds to counter the negative influence of poverty on academic outcomes. While many programs address academic challenges, few programs address the mental health needs of low-income college students. This research aimed to explore the relationship between mental health factors (emotional distress, repetitive negative thinking styles) and academic performance in low-income college students arriving to college, with further exploration of the unique relationship between repetitive negative thinking styles and academic performance while accounting for emotional distress among low-income college students. Lastly, the study aimed to investigate the overlapping of repetitive negative thinking styles. Participants for the study were recruited from a university retention program for students from families meeting the U.S. poverty threshold. Students completed a study packet that collected demographics data, academic history, mood symptoms, repetitive negative thinking styles, first-semester academic performance, and other student characteristics. Hypotheses were that repetitive negative thinking styles would co-occur and were related to and predicted first-semester academic performance. Results of 54 participants include demographic data, group comparisons, and correlations. Findings show no influence of repetitive negative thinking styles on first-semester academic performance. Repetitive negative thinking styles also co-occurred in the absence of emotional distress, with ruminative thinking and worry presenting at rates equivalent to excessive worriers and ruminative thinkers. Future directions and implications are discussed. Advisors/Committee Members: Lewine, Richard R., Hirschy, Amy, Hirschy, Amy, Pani, John, Rosen, Paul, Woodruff-Borden, Janet.

Subjects/Keywords: psychological risk; college transition; worry; rumination; poverty; college student retention; Clinical Psychology

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APA (6^th Edition):

Davis, D. M. (2018). Repetitive negative thinking styles and first-semester academic performance: psychological risk and resilience among low-income college students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/3137 ; https://ir.library.louisville.edu/etd/3137

Chicago Manual of Style (16^th Edition):

Davis, Darlene M. “Repetitive negative thinking styles and first-semester academic performance: psychological risk and resilience among low-income college students.” 2018. Doctoral Dissertation, University of Louisville. Accessed March 06, 2021. 10.18297/etd/3137 ; https://ir.library.louisville.edu/etd/3137.

MLA Handbook (7^th Edition):

Davis, Darlene M. “Repetitive negative thinking styles and first-semester academic performance: psychological risk and resilience among low-income college students.” 2018. Web. 06 Mar 2021.

Vancouver:

Davis DM. Repetitive negative thinking styles and first-semester academic performance: psychological risk and resilience among low-income college students. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2021 Mar 06]. Available from: 10.18297/etd/3137 ; https://ir.library.louisville.edu/etd/3137.

Council of Science Editors:

Davis DM. Repetitive negative thinking styles and first-semester academic performance: psychological risk and resilience among low-income college students. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/3137 ; https://ir.library.louisville.edu/etd/3137

30. Bradford, Jeffery Clay. COMMUNITY COLLEGE PRESIDENTIAL TRANSITIONS: ENHANCING THE PROCESS BY UNDERSTANDING STAKEHOLDER PERCEPTIONS.

Degree: Doctor of Education (EdD), Community College Leadership, 2011, National-Louis University

URL: http://digitalcommons.nl.edu/diss/37

► A leadership crisis is pending at America’s community colleges. Presidents are serving shorter terms (Stanley & Betts, 2004) and retiring rapidly (Duree, Ebbers, Santos-Laanan,… (more)

Subjects/Keywords: community college; leadership; organizational change; presidential transition; stakeholder perceptions; Community College Leadership

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APA (6^th Edition):

Bradford, J. C. (2011). COMMUNITY COLLEGE PRESIDENTIAL TRANSITIONS: ENHANCING THE PROCESS BY UNDERSTANDING STAKEHOLDER PERCEPTIONS. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/37

Chicago Manual of Style (16^th Edition):

Bradford, Jeffery Clay. “COMMUNITY COLLEGE PRESIDENTIAL TRANSITIONS: ENHANCING THE PROCESS BY UNDERSTANDING STAKEHOLDER PERCEPTIONS.” 2011. Doctoral Dissertation, National-Louis University. Accessed March 06, 2021. http://digitalcommons.nl.edu/diss/37.

MLA Handbook (7^th Edition):

Bradford, Jeffery Clay. “COMMUNITY COLLEGE PRESIDENTIAL TRANSITIONS: ENHANCING THE PROCESS BY UNDERSTANDING STAKEHOLDER PERCEPTIONS.” 2011. Web. 06 Mar 2021.

Vancouver:

Bradford JC. COMMUNITY COLLEGE PRESIDENTIAL TRANSITIONS: ENHANCING THE PROCESS BY UNDERSTANDING STAKEHOLDER PERCEPTIONS. [Internet] [Doctoral dissertation]. National-Louis University; 2011. [cited 2021 Mar 06]. Available from: http://digitalcommons.nl.edu/diss/37.

Council of Science Editors:

Bradford JC. COMMUNITY COLLEGE PRESIDENTIAL TRANSITIONS: ENHANCING THE PROCESS BY UNDERSTANDING STAKEHOLDER PERCEPTIONS. [Doctoral Dissertation]. National-Louis University; 2011. Available from: http://digitalcommons.nl.edu/diss/37

Open Access Theses and Dissertations