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新西兰地质学论文代写:ACT

从研究中心的学生成功的第一代大学生学术预测他们的研究文献,主要集中在:(一)标准化考试成绩(ACT),(b)学生的社会经济地位,学生的GPA(C),(D)和(E)家长的参与,学生的种族人口(Pascarella,皮尔森,wolniak和terenzine,2004;和果阿&坎宁安,2007)。文献表明,标准化考试成绩(ACT)和学生的GPA,携手合作作为学生成功的预测因素。文献还表明,学生的社会经济地位,家长的参与和学生的种族人口统计之间的关系存在,作为学生成功的强有力的预测因素。然而,苏莱满和mohezar(2006)发现第一代学生的GPA是学术上的成功,最积极的预测因素,如父母的参与,种族的人口统计资料,以及学生的社会经济地位,不是第一代学生成功的预测。另一方面,Hossler、Schmit和韦斯珀(1999)发现家长参与和家长的支持是第一代学生的学业成功有正向预测作用。

新西兰地质学论文代写:ACT

Literature from studies that centers their research on first-generation college student’s academic predictors for student success, focused primarily on: (a) standardized test scores (ACT), (b) student’s socio-economic status, (c) students’ GPA, (d) parental involvement, and (e) students’ racial demographics (Pascarella, Pierson, Wolniak & Terenzine, 2004; and Goan & Cunningham, 2007). Literature suggests that standardized test scores (ACT) and students’ GPA, work hand in hand as predictors for student success. The literature also suggests that a relationship exist between students’ socio-economic status, parental involvement and students’ racial demographics, as strong predictors for student success. However, Sulaiman and Mohezar (2006) found that first-generation students’ GPA is the most positive predictor for academic success, and factors, such as parental involvement, racial demographics, and students’ socio-economic status, were not predictors for first-generation student success. On the other hand, Hossler, Schmit and Vesper (1999) found that parental involvement and parental support is a positive predictor for first-generation students’ academic success.

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