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Time Perspective and Grade Expectations as Predictors of Student Achievement and Retention in the First Year of Community College

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Title: Time Perspective and Grade Expectations as Predictors of Student Achievement and Retention in the First Year of Community College
Language: English
Authors: Acee, Taylor W. (ORCID 0000-0002-5365-8549), Hoff, Meagan A., Flaggs, Darolyn A. (ORCID 0000-0002-6101-3070), Sylvester, Breana
Source: Journal of College Student Retention: Research, Theory & Practice. Feb 2023 24(4):924-946.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Secondary Education
Descriptors: Community College Students, Expectation, Time Perspective, Student Motivation, School Holding Power, Grade Point Average, Age Differences, Ethnicity, College Preparation, First Generation College Students, Disadvantaged, Hispanic American Students, Minority Serving Institutions
DOI: 10.1177/1521025120960676
ISSN: 1521-0251
1541-4167
Abstract: The authors examined three motivational factors (first-year grade expectations, present-focused time perspective, and future-focused time perspective) as predictors of achievement and retention outcomes for students (N = 844) in their first semester at a predominately Hispanic-serving community college, accounting for student background characteristics. In this correlation research study, instructors administered surveys to students in a required first-year orientation course. Survey data was then merged with institutional data. The results of the multiple regression analysis suggested that first-year grade expectations, present-focused time perspective, age, ethnicity, first-generation status, and academically underprepared status were statistically significant predictors of first-semester GPA and explained 9.0% of the variation, whereas future-focused time perspective, sex, and economically disadvantaged status were not. First-year grade expectations and economically disadvantaged status significantly predicted second-semester retention; the other study predictors did not. This study expands research on malleable motivational factors educators could target to support students in their first year of community college.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1360362
Database: ERIC
FullText Text:
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  Data: Time Perspective and Grade Expectations as Predictors of Student Achievement and Retention in the First Year of Community College
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  Data: <searchLink fieldCode="AR" term="%22Acee%2C+Taylor+W%2E%22">Acee, Taylor W.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5365-8549">0000-0002-5365-8549</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hoff%2C+Meagan+A%2E%22">Hoff, Meagan A.</searchLink><br /><searchLink fieldCode="AR" term="%22Flaggs%2C+Darolyn+A%2E%22">Flaggs, Darolyn A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6101-3070">0000-0002-6101-3070</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sylvester%2C+Breana%22">Sylvester, Breana</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Student+Retention%3A+Research%2C+Theory+%26+Practice%22"><i>Journal of College Student Retention: Research, Theory & Practice</i></searchLink>. Feb 2023 24(4):924-946.
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  Label: Availability
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Label: Peer Reviewed
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  Data: Y
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  Data: 23
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  Data: 10.1177/1521025120960676
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  Data: 1521-0251<br />1541-4167
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The authors examined three motivational factors (first-year grade expectations, present-focused time perspective, and future-focused time perspective) as predictors of achievement and retention outcomes for students (N = 844) in their first semester at a predominately Hispanic-serving community college, accounting for student background characteristics. In this correlation research study, instructors administered surveys to students in a required first-year orientation course. Survey data was then merged with institutional data. The results of the multiple regression analysis suggested that first-year grade expectations, present-focused time perspective, age, ethnicity, first-generation status, and academically underprepared status were statistically significant predictors of first-semester GPA and explained 9.0% of the variation, whereas future-focused time perspective, sex, and economically disadvantaged status were not. First-year grade expectations and economically disadvantaged status significantly predicted second-semester retention; the other study predictors did not. This study expands research on malleable motivational factors educators could target to support students in their first year of community college.
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  Data: As Provided
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  Data: 2023
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  Label: Accession Number
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  Data: EJ1360362
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        Value: 10.1177/1521025120960676
    Languages:
      – Text: English
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      Pagination:
        PageCount: 23
        StartPage: 924
    Subjects:
      – SubjectFull: Community College Students
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Time Perspective
        Type: general
      – SubjectFull: Student Motivation
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      – SubjectFull: School Holding Power
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      – SubjectFull: Grade Point Average
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      – SubjectFull: Age Differences
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      – SubjectFull: Ethnicity
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      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: First Generation College Students
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      – SubjectFull: Disadvantaged
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      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Minority Serving Institutions
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    Titles:
      – TitleFull: Time Perspective and Grade Expectations as Predictors of Student Achievement and Retention in the First Year of Community College
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