Social-Cognitive Predictors of First-Year College Persistence: The Importance of Proximal Assessment

By Jeffrey H. Kahn, Margaret M. Nauta. 2001

198 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b7d05af380a7a8fe7761bad9975df915d5455f72

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Citations in the corpus

Including young people with disabilities: Assessment challenges in higher education (2007, background): “Astin & Lee, 2003; Birenbaum, 1997; Kahn, 2001; Knight, 2002; Quarstein & Peterson, 2001; Samuelowicz & Bain, 2001, 2002; Scouller, 1998; Tynja ¨la ¨, 1998; Yorke, 2003), including how courses re-designed for scholarship of High Educ (2007) 54:435–448 445”
Measuring Adjustment to College: Construct Validity of the Student Adaptation to College Questionnaire (2011, background): “Spring-semester scores on the academic adjustment factor may serve as a more realistic assessment, given the accumulation of evaluated exams and assignments by then, which may be critical when students finalize a possible persist/departure decision (Kahn & Nauta, 2001).”
Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities (2009, result): “Previous research with unselected samples has consistently shown a positive relationship between high school GPA and entrance exam scores (Beck & Davidson, 2001; Kahn & Nauta, 2001; Tross et al., 2000; Wolfe & Johnson, 1995).”
The Gendered Effect of Cooperative Education, Contextual Support, and Self‐Efficacy on Undergraduate Retention (2014, background): “The concept of self-efficacy is a promising conceptual link between practice-oriented learning processes, learning outcomes, and retention (Chemers, Hu, & Garcia, 2001; Kahn & Nauta, 2001; Eames, 2004).”
The Impact of Lottery Incentives on Student Survey Response Rates (2003, background): “For example, four recent studies using student surveys report response rates of 46%, 45%, 34%, and 31% (Henderson-King and Kaleta, 2000; Kahn and Nauta, 2001; Pike, 2000; Umbach and Porter, 2002).”
Do psychosocial and study skill factors predict college outcomes? A meta-analysis. (2004, unknown): “Kahn and Nauta (2001) tested a social learning theory model of first-year college persistence using hierarchical logistic regression analyses to test precollege and first-semester college performance predictors.”
Executive Summary: The Toolbox Revisited--Paths to Degree Completion from High School through College. (2006, background): “The literature on persistence has included not only a mass of psychological and social considerations (Harmston 2004; Hu and St. John 2001; Kahn and Nauta 2001; Robbins et al. 2004), but also basic aspects of maturation such as physical fitness (Zhang and Richards 1998), nutrition, roommate conflict”
Academic Self-Efficacy as a Predictor of College Outcomes: Two Incremental Validity Studies (2006, background): “These findings conflict with those reported by Kahn and Nauta (2001).”