Harnessing Inner Strengths of At-Risk University Students: Relationships between Well-Being, Academic Achievement and Academic Attainment
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| Title: | Harnessing Inner Strengths of At-Risk University Students: Relationships between Well-Being, Academic Achievement and Academic Attainment |
|---|---|
| Language: | English |
| Authors: | Click, Kevin A., Huang, Leesa V., Kline, Linda |
| Source: | Perspectives: Policy and Practice in Higher Education. 2017 21(2-3):88-100. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Achievement, Educational Attainment, Well Being, At Risk Students, College Students, Multidimensional Scaling, Online Surveys, Student Records, Correlation, Schematic Studies, Minority Group Students, Affective Measures |
| Geographic Terms: | California |
| DOI: | 10.1080/13603108.2016.1273260 |
| ISSN: | 1360-3108 |
| Abstract: | Concern for the academic performance and persistence to graduation among university students is well-warranted. Numerous studies have tied performance to overall positive affect in professional settings and to individual internal concepts, indicating an expectation for similar ties in demanding academic settings. For students at increased risk for attrition, social connection and resilience are expected to play a role in buffering against attainment failures. This study examined the relationship between academic achievement, academic attainment, and various dimensions of well-being using a multidimensional well-being scale currently in development. Participants completed the Journey to College Success Scale, and Brief MSLSS-College in an online format, and were asked for permission to examine academic transcript records. We found relationships between the JCSS overall well-being score and academic achievement, a group of dimensions relating to resilience and academic achievement, a relationship between attainment and achievement, and a relationship between overall well-being and attainment, providing preliminary support for these connections. |
| Abstractor: | As Provided |
| Number of References: | 51 |
| Entry Date: | 2017 |
| Accession Number: | EJ1142051 |
| Database: | ERIC |
| Abstract: | Concern for the academic performance and persistence to graduation among university students is well-warranted. Numerous studies have tied performance to overall positive affect in professional settings and to individual internal concepts, indicating an expectation for similar ties in demanding academic settings. For students at increased risk for attrition, social connection and resilience are expected to play a role in buffering against attainment failures. This study examined the relationship between academic achievement, academic attainment, and various dimensions of well-being using a multidimensional well-being scale currently in development. Participants completed the Journey to College Success Scale, and Brief MSLSS-College in an online format, and were asked for permission to examine academic transcript records. We found relationships between the JCSS overall well-being score and academic achievement, a group of dimensions relating to resilience and academic achievement, a relationship between attainment and achievement, and a relationship between overall well-being and attainment, providing preliminary support for these connections. |
|---|---|
| ISSN: | 1360-3108 |
| DOI: | 10.1080/13603108.2016.1273260 |
