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Direct linkParker, Eugene T., III; Barnhardt, Cassie L.; Pascarella, Ernest T.; McCowin, Jarvis A. – Journal of College Student Development, 2016
We utilized data from a multi-institutional longitudinal study to investigate the association between diversity-related coursework and moral development among students over 4 years of college. Our findings parallel the prior research, which support the positive effects of diversity on college students, by offering new evidence that diversity…
Descriptors: Moral Development, Multicultural Education, Longitudinal Studies, Learning Experience
Wang, Xueli; Kennedy-Phillips, Lance – Journal of College Student Development, 2013
Research has long suggested that an optimal level of involvement in academic and social activities positively affects student development and outcomes. However, many second-year students experience the "sophomore slump." For this study, guided by both prior literature and theoretical perspectives, a survey instrument was developed to…
Descriptors: College Students, Student Participation, School Activities, Student Attitudes
Komarraju, Meera; Musulkin, Sergey; Bhattacharya, Gargi – Journal of College Student Development, 2010
Student-faculty interactions can be crucial in developing students' academic self-concept and enhancing their motivation and achievement. Although most interactions with faculty tend to occur within the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning…
Descriptors: Undergraduate Students, High Achievement, Student Motivation, Teacher Student Relationship
Mattern, Krista D.; Shaw, Emily J. – Journal of College Student Development, 2010
The purpose of this study was to examine the relationship between academic self-beliefs (i.e., self-efficacy and degree aspirations) with various academic outcomes. Based on previous findings, it was hypothesized that students with more positive academic self-beliefs would perform better in school. The results supported prior research as students…
Descriptors: Self Efficacy, Academic Achievement, Predictor Variables, Correlation
Peer reviewedGerardi, Steven – Journal of College Student Development, 1990
Examined whether academic self-concept of ability is an important and significant predictor of academic success among minority and low socioeconomic college students. Findings from 98 freshman engineering students revealed that academic self-concept, rather than traditional cognitive skills, was significant predictor of academic success among…
Descriptors: Academic Ability, Cognitive Ability, College Freshmen, Engineering Education
Peer reviewedTing, Siu-Man Raymond – Journal of College Student Development, 1997
Using cognitive and psychosocial variables, predicted the academic performance of 40 female and 84 male specially admitted White freshmen. High school rank and American College Test scores were the most effective overall predictors. Demonstrated community service and preference for long-term goals were significant psychosocial predictors for…
Descriptors: Academic Ability, Academic Achievement, Admission (School), Affirmative Action
