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A Study of First- and Continuing-Generation College Studentsu27 Use of Internet Communication Technologies in Social Capital and Its Contribution to Their Persistence in College

机译:第一代和连续一代大学生在社会资本中使用互联网通信技术及其对大学持久性的贡献研究

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摘要

Prior studies have shown that students who are the first in their families to attend college fail to persist in college more so than their continuing-generation (CG) counterparts do. Prior research on this phenomenon has helped to identify various factors that contribute to the lower college persistence of first-generation (FG) students. For example, social capital has been identified as a factor that improves student persistence in college. Prior studies have shown that FG students tend to enter college with lower social capital than their CG student counterparts do. Additionally, while in school, FG students tend not to engage in behaviors that can help them in the creation of social capital. There has been growing research on how Internet communication technologies (ICTs) may be used as a resource in the creation of social capital. Specifically, there have been several studies that have examined how the Internet has provided opportunities for the creation of both bonding (relationships with persons inside oneu27s cultural network, like family and close friends) and bridging (persons outside oneu27s cultural network) forms of social capital.This study used a non-experimental design approach to compare the differences in technology-enabled bonding (TEBD) and technology-enabled bridging (TEBR) behaviors of FG and CG students. This study also used a predictive design approach aimed at predicting the persistence in college of first-year students based on the contributions of TEBD and TEBR behaviors, as well as socioeconomic status (SES) and high school grade point average (GPA). Finally, this study sought to develop and validate an instrument that could reliably measure the TEBD and TEBR behaviors of college students for use in future studies.A sample of 316 full-time first- to second-year students at a small, private, college in the Midwestern United States were surveyed on the dimensions of their TEBD (emotional support, access to resources, and sociability behavior) and TEBR (involvement in campus activities, contact with others unlike themselves, sociability behaviors, and academic activities) behaviors, as well as three dimensions of SES (parental education, parental income, and parental occupations) and high school GPA. Findings of this study showed there was no significant difference in the TEBD and TEBR behaviors of FG and CG students, which in itself is significant. Additionally, this study found high school GPA and one dimension of SES (parental income) to be positive predictors of student persistence in college. This study also found one dimension of TEBD (access to resources), one dimension of TEBR (contact with others unlike themselves), and one dimension of SES (parental occupation), to be negative predictors of student persistence in college.This study made the following three important contributions: 1) the development of an instrument for measuring TEBD and TEBR behaviors of college students; 2) an investigation of the differences in TEBD and TEBR behaviors of FG and CG students; and, 3) an investigation of key constructs that contribute to student persistence from their first-to-second year of college.Recommendations for future research were made which included extending this research to 1) include other types of technology communication devices, such as cell phones; 2) examine the contributions of TEBD and TEBR to persistence in college between semesters; 3) improve the methodology for collecting survey data; and 4) investigate if there are significant differences between FG and CG students on the amount of time spent online engaged in social and academic activities, as well as examine if time spent online is a predictor of student persistence in college.
机译:先前的研究表明,家庭中第一个上大学的学生比持续一代(CG)的同伴更难以坚持上大学。对此现象的先前研究已帮助确定了导致第一代(FG)学生的大学持久性较低的各种因素。例如,社会资本被认为是提高学生在大学中的持久性的因素。先前的研究表明,与CG学生相比,FG学生倾向于以较低的社会资本进入大学。此外,在校期间,外国文教学校的学生往往不会从事有助于他们建立社会资本的行为。关于如何将Internet通信技术(ICT)用作创造社会资本的资源的研究正在不断发展。具体来说,有几项研究检查了互联网如何为建立联系(与一个人的文化网络内部的人的关系,例如家人和亲密朋友)和桥接(一个人的文化网络外部的人)提供机会这项研究使用非实验设计方法来比较FG和CG学生在技术支持结合(TEBD)和技术支持桥接(TEBR)行为方面的差异。这项研究还使用了一种预测性设计方法,旨在基于TEBD和TEBR行为,社会经济地位(SES)和高中平均绩点(GPA)的贡献来预测一年级学生的持久性。最后,本研究旨在开发和验证一种能够可靠地测量大学生的TEBD和TEBR行为以供将来研究使用的工具。该样本来自一所小型私立大学的316名全日制至二年级学生对美国中西部地区的TEBD(情感支持,获取资源和社交行为)和TEBR(参与校园活动,与自己不同的人接触,社交行为和学术活动)行为的维度进行了调查作为SES的三个维度(父母教育,父母收入和父母职业)和高中GPA。这项研究的结果表明,FG和CG学生的TEBD和TEBR行为没有显着差异,这本身就是重要的。此外,这项研究发现高中GPA和SES(父母收入)的一个维度是大学学生持久性的积极预测因子。这项研究还发现,一维TEBD(获取资源),一维TEBR(与彼此不同的人接触)和一维SES(父母职业)对大学学生的持之以恒的负面预测。以下是三个重要的贡献:1)开发一种测量大学生TEBD和TEBR行为的仪器; 2)对FG和CG学生的TEBD和TEBR行为的差异进行调查; 3)对从大学第一到第二年起对学生持久性有贡献的关键结构的调查。对未来研究的建议包括将这项研究扩展到1)包括其他类型的技术通信设备,例如电池电话; 2)研究TEBD和TEBR对两个学期之间大学持久性的贡献; 3)完善调查数据收集方法; 4)调查FG和CG学生在网上花在社交和学术活动上的时间是否有显着差异,并检查网上花的时间是否可以预测学生在大学期间的持久性。

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    Hayes Gail Dianne (Hodge);

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  • 年度 2009
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