Academic Success among Latino College Students

拉丁裔大学生的学业成功

• 批准号: 7255715
• 负责人: JEAN S PHINNEY
• 金额: $ 18万
• 依托单位: CALIFORNIA STATE UNIVERSITY LOS ANGELES
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/7255715
• 关键词: Hispanic Americans; academic achievement; behavior therapy; behavioral /social science research tag; clinical research; coping; counseling; culture; educational psychology; family structure /dynamics; human subject; human therapy evaluation; identity; interpersonal relations; interview; longitudinal human study; motivation; patient oriented research; peer group; personality; questionnaires; social support network; student dropouts; therapy design /development; university student; urban area

The present research involves a series of studies aimed at (1) elucidating personal and contextual factors that contribute to the academic success of at-risk Latino college freshmen and (2) testing experimental interventions to improve success of these students. This research will be a within-group study focused on the particular strengths and challenges of Latino college freshmen, specifically students who, typical of most Latino college students, attend an urban, commuter state university. Both longitudinal and experimental research methods will be used to identify and evaluate the critical factors in academic achievement for these students. During the first year of the study, entering freshmen will be surveyed and their progress monitored to identify factors that contribute to academic success. During the second and third years, new groups of entering freshmen will be surveyed, and those whose surveys suggest highest risk factors will participate in one of several interventions or a non-intervention control aimed at enhancing academic performance. During the final year of the study, follow-up surveys and academic records of all available participants will be used to evaluate the interventions and identify long-term predictors of academic success. It is hypothesized that social support, self-efficacy, a commitment to college, and coping skills will be significant predictors of college success for Latino freshmen; and that experimental interventions that address lacks in these areas will improve academic outcomes. The long-term goal of the research is to provide information that can serve as a basis for programs to increase college persistence in Latino college students. Latinos in the United States lag substantially behind other ethnic groups in their educational attainment, and the difference is particularly evident in higher education. This research will identify factors that contribute both to college persistence and non-persistence. In addition, the experimental interventions will provide models for future programs aimed at improving the rate of college completion for Latinos. Better educational outcomes can make a direct contribution to the well-being of Latinos in the United States.

本研究涉及一系列研究，旨在（1）阐明个人和背景因素，这些因素有助于高危拉丁裔学院新生的学术成就，以及（2）测试实验性干预措施以提高这些学生的成功。这项研究将是一项侧重于拉丁裔学院的特殊优势和挑战的小组内研究 新生，特别是大多数拉丁裔大学学生的典型学生，就读城市通勤州立大学。纵向和实验研究方法都将用于识别和评估这些学生学术成就的关键因素。在研究的第一年，将对新生进行调查，并监控他们的进度以确定有助于学术成功的因素。在第二年和第三年中，将对新的新生组进行调查，并调查的人认为最高风险因素将参与几种干预措施之一或非干预控制 旨在提高学业成绩。在研究的最后一年，所有可用参与者的后续调查和学术记录将用于评估干预措施并确定学术成功的长期预测指标。假设社会支持，自我效能感，对大学的承诺和应对技能将是大学的重要预测指标 拉丁裔新生的成功；这些领域缺乏的实验干预措施将改善学术成果。 该研究的长期目标是提供可以作为增加拉丁裔大学生大学持久性计划的基础的信息。美国的拉丁美洲人在其教育成就上大大落后于其他族裔，而在高等教育中，差异尤其明显。这项研究将确定有助于大学持久性和非持久性的因素。此外，实验干预措施将为未来计划提供旨在提高拉丁美洲大学完成率的模型。更好的教育成果可以直接为美国拉丁美洲人的福祉做出贡献。