The First-Year Experience

By Betsy O. Barefoot. 2000

142 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/dfc9eb1c317afb1f31954a5336aa3064d02334e5

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In Education

Citations in the corpus

‘It’s almost a mindset that teachers need to change’: first‐year students’ need to be inducted into time management (2010, background): “Universities and colleges in the USA have a long history in these types of programmes (see, for example, Barefoot 2000 ; Gardner, Barefoot, and Swing 2001 ; Swing 2003 ; Upcraft, Gardner, and Barefoot 2005 ).”
Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context (2010, background): “First-year success courses, for example, may be particularly important for students in helping them to become better acquainted with the resources available at a particular college while quickly integrating them into the postsecondary environment (Barefoot 2000).”
Measuring the impact of a university first-year experience program on student GPA and retention (2009, background): “Most research has focused on retention over the first year because the majority of dropouts occur during the first year (Tinto 1987; Barefoot 2000).”
Assessing the Effectiveness of a College Freshman Seminar Using Propensity Score Adjustments (2011, background): “Educational researchers, responding to administrator and faculty concerns that many students were not adjusting to academic settings, have designed programs aimed to reduce attrition and poor academic performance ( Barefoot 2000; McInnis 2001).”
The Prediction of College Student Academic Performance and Retention: Application of Expectancy and Goal Setting Theories (2009, background): “Beyond advisement, institutions can offer first year programs and seminars intended to increase student retention and performance (Barefoot, 2000; Noble et al., 2007).”
Degrees of resilience: profiling psychological resilience and prospective academic achievement in university inductees (2014, background): “Indeed, the items that create these sub-domains in the CD-RISC may readily convert into teachable behaviours and approaches, many of which have proven worth for promoting retention and achievement in HE (Barefoot, 2000; Wilcox et al., 2005).”
Acknowledging the affective in higher education (2007, background): “We should not reject the evidence, not only from this case, but also from the wider retention and first‐year transition literature (Tinto, 1994 ; Yorke, 1997 , 1999 ; Barefoot, 2000 ; Moxley et al.”