Relationships and differences on self -regulated learning, parental involvement, homework, and academic achievement, among high school students in rural West Virginia

The purpose of this study was to examine the relationships among self-regulated learning (SRL), parental involvement (PI), homework (HW), and cumulative grade point average (CGPA), and the differences between gender on these variables for high school students in rural West Virginia. Research was conducted at a rural high school, grades nine through 12, in North Central West Virginia. Participants in the study comprised of 50 students and 35 parents, for a combined total of 85 participants. Data were collected for students and parents from teachers\u27 grade book, students\u27 records, and two survey instruments---Bandura\u27s Children\u27s Self-Efficacy Scale (1990) and The Parent Involvement Scale, constructed by the investigator specifically for this study. The present study tested 10 hypotheses. The first six hypotheses investigated the relationship among SRL, PI, HW, and CGPA. The next four hypotheses (seven through 10) examined the differences between gender on the same four variables. Spearman Rho (rs) was used to test hypotheses one through six for relationships. A Mann Whitney U was used to examine hypotheses seven through 10 for differences. The present study found statistically significant positive relationships between SRL and CGPA, between HW and CGPA, and between SRL and HW; and statistically significant differences between gender on SRL, and between gender on HW. The study also found that there were no statistically significant relationships between PI and CGPA, between PI and SRL, and between PI and HW. There were also no statistically significant differences between gender on PI, and between gender on CGPA. The results of this study found no statistically significant relationships or differences between PI and any of the other variables investigated. These findings are discussed

High School to College Transition: A Profile of the Stressors, Physical and Psychological Health Issues That Affect the First-Year On-Campus College Student

The purpose of this article is to provide identified stressors, physical and psychological health issues that affect first year campus college students as they transition from high school to college. The Health Behaviors, Self-Rated Health and Quality of Life (QOL) questionnaire was administered to 514 university college students. Results from this study determined that there were significant differences among student life stressors and physical and psychological health status between first-year on-campus and first-year off-campus college students. Most importantly this study documented compelling information regarding selection of roommate, poor housing, chronic and temporary diseases, injury and prescription medicine among college students attending a university in North Carolina. Implications for university health administrators, student affairs personnel, counselors and faculty are discussed

College Social Experiences Between First-Generation Students and Other Students Enrolled in a STEM Discipline at an HBCU

The primary purpose of this study was to determine the differences in the levels of social engagement between first-generation and other college students enrolled in a STEM discipline at a Historically Black College and University. A two-group ex post facto research design using a single questionnaire was used for the study. A stratified sample of 90 college students participated in the study. The data for the research questions were analyzed using descriptive and inferential statistics based upon the subscales of the College Student Experiences Questionnaire. These findings indicated that there were significant differences among first-generation and other college students who were enrolled in a STEM discipline at an HBCU. Statistically significant differences between first-generation and other college students were found for three items in the social integration category: “met other students,” (p = .017, η2 = .063); “used campus recreational facilities,” (p = .050, η2 = .043); and “became acquainted with students,” (p = .035, η2 = .050). Both groups felt that meeting others would happen “often.” Both groups differ for using campus recreational facilities and becoming acquainted with students whose family backgrounds were different. Firstgeneration students reported that “occasionally” and “often”; and the other college students felt “often” and “very often” that using campus recreational facilities and becoming acquainted with students whose family background was different would happen. The study documented the impact of the nurturing environment that exists at an HBCU and focused on the social engagement aspects of attending college. The study findings provide clues to ways that college administrators and researchers can assist first-generation college students enrolled in a STEM discipline at an HBCU. Implications for future research and policymakers are discussed