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Person, Place, or Thing: The Role Student Conceptions Play in Identification and Usage of Support Resources

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Title: Person, Place, or Thing: The Role Student Conceptions Play in Identification and Usage of Support Resources
Language: English
Authors: Alison C. Witte
Source: Learning Assistance Review. 2024 29(1):43-72.
Availability: National College Learning Center Association. Web site: http://www.nclca.org/tlar
Peer Reviewed: Y
Page Count: 30
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, First Year Seminars, School Orientation, Academic Support Services, Student Personnel Services, Help Seeking, Student Experience, Space Classification
Geographic Terms: Ohio (Dayton)
ISSN: 1087-0059
Abstract: This article reports on data collected from a study of 101 students taking a first-year experience course. Using a mapping methodology in an effort to understand what resources students could identify and what relationships they saw between resources, the study showed that resources associated with a specific location or connected with people were more likely to be identified by students, and students who identified more people resources were more likely to persist. These results suggest that student support providers should look for ways to leverage physical spaces for awareness but focus on people-centered experiences to help students feel supported.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://www.nclca.org/tlar_issues
Accession Number: EJ1442411
Database: ERIC
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  Data: Person, Place, or Thing: The Role Student Conceptions Play in Identification and Usage of Support Resources
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  Data: This article reports on data collected from a study of 101 students taking a first-year experience course. Using a mapping methodology in an effort to understand what resources students could identify and what relationships they saw between resources, the study showed that resources associated with a specific location or connected with people were more likely to be identified by students, and students who identified more people resources were more likely to persist. These results suggest that student support providers should look for ways to leverage physical spaces for awareness but focus on people-centered experiences to help students feel supported.
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      – Text: English
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        PageCount: 30
        StartPage: 43
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: First Year Seminars
        Type: general
      – SubjectFull: School Orientation
        Type: general
      – SubjectFull: Academic Support Services
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      – SubjectFull: Student Personnel Services
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      – SubjectFull: Help Seeking
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      – SubjectFull: Student Experience
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      – SubjectFull: Space Classification
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      – SubjectFull: Ohio (Dayton)
        Type: general
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      – TitleFull: Person, Place, or Thing: The Role Student Conceptions Play in Identification and Usage of Support Resources
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