Note
Dissertation (Ph.D.)--Florida Atlantic University, 2008.
Member of
Contributors
Publisher
Florida Atlantic University
Date Issued
2008
EDTF Date Created
2008
Description
The purpose of this study is to identify the relationship of Social Cognitive Career
Theory, student engagement, and academic outcomes of community college students
emolled in developmental courses over one academic year. Through the combined use of
Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher
seeks to determine whether there are significant relationships between non-academic
factors and academic success. An online version of the Community College Survey of
Student Engagement in combination with a SCCT instrument was completed by 936
students. The collection of data involved a web based database program. An analysis of
the data included descriptive and correlational methods to examine these relationships.
The results of the study revealed that neither SCCT, nor engagement factors
contributed to the students' grade point average (GPA) and persistence. Additionally, when moderated by contextual factors, SCCT and Engagement demonstrated no
influence on students' final GPA and persistence during the period of study. The data
provided no evidence for an academic outcome predictive model involving SCCT,
engagement or contextual factors for community college developmental students.
Theory, student engagement, and academic outcomes of community college students
emolled in developmental courses over one academic year. Through the combined use of
Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher
seeks to determine whether there are significant relationships between non-academic
factors and academic success. An online version of the Community College Survey of
Student Engagement in combination with a SCCT instrument was completed by 936
students. The collection of data involved a web based database program. An analysis of
the data included descriptive and correlational methods to examine these relationships.
The results of the study revealed that neither SCCT, nor engagement factors
contributed to the students' grade point average (GPA) and persistence. Additionally, when moderated by contextual factors, SCCT and Engagement demonstrated no
influence on students' final GPA and persistence during the period of study. The data
provided no evidence for an academic outcome predictive model involving SCCT,
engagement or contextual factors for community college developmental students.
Language
Type
Form
Extent
124 p.
Subject (Topical)
Identifier
FA00000689
Additional Information
Dissertation (Ph.D.)--Florida Atlantic University, 2008.
Date Backup
2008
Date Created Backup
2008
Date Text
2008
Date Created (EDTF)
2008
Date Issued (EDTF)
2008
Extension
FAU
IID
FA00000689
Organizations
Attributed name: Florida Atlantic University
Person Preferred Name
Ray, Kenneth Jr.
author
Graduate College
Physical Description
application/pdf
124 p.
Title Plain
Non-Academic Factors Contributing to the Academic Outcomes of Students in a Community College Developmental Education Program
Use and Reproduction
Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
http://rightsstatements.org/vocab/InC/1.0/
Origin Information
2008
2008
Florida Atlantic University
Boca Raton, Fla.
Physical Location
Florida Atlantic University Libraries
Place
Boca Raton, Fla.
Sub Location
Digital Library
Title
Non-Academic Factors Contributing to the Academic Outcomes of Students in a Community College Developmental Education Program
Other Title Info
Non-Academic Factors Contributing to the Academic Outcomes of Students in a Community College Developmental Education Program