Feeling a part of a university community is an important factor in college students' success, yet little is known about how transfer students construct a sense of community at their new institutions. Drawing from surveys and interviews of transfer students at a highly selective university, we used a multi-method approach to understand the elements…

Academic misconduct has been conceptualized as students' engagement in various types of proscribed behaviors, such as plagiarism and cheating on assignments and tests or exams (e.g., Stephens et al., 2021). While most of the current literature on academic misconduct has focused on developed countries, the problem is rampant across the world (Krou…

Guided by Astin's I-E-O model and critical quantitative inquiry, we examined institutional environments that contributed to belongingness, especially for students from different racial groups, college generation statuses, and the intersection of both. Using multiple linear regression analyses, we analyzed data from 7,888 students and found that…

The purpose of the study was to estimate the relationship between academic achievement in college, as defined by first-year grade point average (GPA), and self-authorship among African American first-year students at an HBCU (N = 140), using hierarchical linear regression techniques. A single research question guided this investigation: What is…

This exploratory study examined the motivation to lead of a random sample of 1,338 undergraduate students to determine the degree to which motivation to lead can predict leadership behaviors. Results suggested that students' internal self-identity as a leader positively predicted behavior, while their "social normative" motivation to…

Using a psychosociocultural (PSC) approach, we examined how self-beliefs, social support, and cultural fit influenced the academic persistence decisions of 115 Latina sorority members. Upper-division Latinas reported higher self-efficacy than lower-division Latinas; however, lower-division students reported higher college stress and more perceived…

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…

This study examined (a) whether a developmental model or a model in which all subscales' measurement errors are correlated best explains the relationships among White racial identity (WRI) statuses, and (b) social problem-solving (SPS) skills as a predictor of WRI. Path analysis was conducted with a sample of 255 White undergraduate students from…

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…

The predictive relationship between noncognitive variables, high school mathematics coursework, and admissions test scores with subsequent achievement in college mathematics was investigated. Noncognitive variables were found to be significant predictors of student grade performance in introductory mathematics taken during the first year of…

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…

Examines Japanese aspects of identity and coping attitudes, sources, and practices among a sample of 240 college students in Japan. Participants reported that they tended to use family members and friends when coping with personal difficulties. Study also found that collective identity was a significant predictor of seeking help from family…