Repository logo

School of Education

Permanent URI for this communityhttps://hdl.handle.net/10217/100405

These digital collections include theses, dissertations, faculty presentations, student publications, and datasets from the School of Education. Due to departmental name changes, materials from the following historical departments are also included here: Educational Administration; Extension Education; Trade and Industrial Education; Vocational Agricultural Education; Vocational Education.

Browse

Browsing School of Education by Subject "academic performance"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    Academic engagement: university student athletes meta-analysis
    (Colorado State University. Libraries, 2020) Wightman, Lowell, author; Makela, Carole, advisor; Timpson, William, committee member; Wallner, Barbara, committee member; Engle, Terry, committee member
    The purpose of this analysis was to understand the role of academic engagement for university student athletes' perceptions of how academic engagement influences their academic success. The meta-analytical process in this study focused on student athletes' awareness of the academic environment and opportunities for engagement and interpretation of how these factors influence their academic performance (e.g., comments like "Having an open study hall available every day, along my path to class and practice that includes study resources removes so many obstacles to staying focused on my class work."). From the analysis of the students' perceptions, the intent was to review academic engagement constructs and their relationships with National Collegiate Athletic Association Academic Progress Rating, U.S. Department of Education, and National Student Survey of Engagement standards for the purpose of identifying how these are similar and different. Similarities and differences inform advising/guiding students' understanding of the scholarship expectations, their interactions with faculty and staff, and their performance as students. In addition, it was important that this study inform coaches, administrators, and faculty about pedagogical strategies and environmental conditions supporting scholarship student athletes' academic engagement and academic performance. The analysis stage of this meta-analytical study systematically discovered data that answered this study's research questions in whole or part. Methodology provided guidance for discovering key findings focused on the impact of environmental settings influencing academic engagement. Examples of prosocial environment influences on academic engagement, defined by social emotional learning theory, provided findings linked to improving student athletes' academic performance. That being said, there were no concrete literature intersections, but there were literature references implying that student athletes may connect prosocial environments to academic engagement or academic performance. As the data crystallized themes and patterns emerged indicating that student athletes did not connect academic engagement or their academic performance to maintaining their scholarship or participation on their teams. In addition, this study found student athletes academically engaged in the presence of a socially and emotionally competent instructors. It was shown in the findings, pedagogical strategies used by instructors promoting social emotional constructs created an engaging and competent environment resulting in academic performance improvement.
  • Thumbnail Image
    ItemOpen Access
    Exploring the academic experience of college student survivors of sexual violence: a phenomenological inquiry
    (Colorado State University. Libraries, 2019) Lorenzo, Lorisa, author; Anderson, Sharon K., advisor; Chesson, Craig, committee member; Haddock, Shelley, committee member; Kuk, Linda, committee member
    Approximately 21% of female undergraduates and 7% of male undergraduates report being sexually assaulted while in college (Krebs et al., 2016). Student survivors of sexual violence experience negative impacts on their academic performance, which can result in a lower grade-point average (GPA) and a decision to leave the institution where the incident occurred (Baker et al., 2016). To gain a better understanding of the academic experience of college student survivors of sexual violence, the author conducted a qualitative phenomenological study using the descriptive phenomenological psychological method developed by Giorgi (Giorgi, 2009) to answer the following research question: "How do college student survivors of sexual violence describe their academic experiences following an incident of sexual violence?" Six currently enrolled undergraduate college students completed semistructured interviews to explore their lived academic experiences following an incident of sexual violence. In-depth analysis of the data revealed the following essential constituents of the academic experience of participants following the incident of sexual violence: negative emotional and mental health consequences, shame and self-blame, isolation from classmates and professors, impaired ability to focus on academic tasks, losing motivation and questioning academic goals, finding ways to cope, healing and reconnection, and academic identity as more than GPA. These essential constituents constitute the general structure of the academic experience of participants following an incident of sexual violence. Results of the study provide a deeper understanding the psychological mechanisms through which sexual violence negatively impacts the academic experience of college student survivors of sexual violence.