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Thriving in college: Predictors of h...

Cuevas, Amanda Elaine Propst.

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Thriving in college: Predictors of honors student academic, psychological, and social well-being.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Thriving in college: Predictors of honors student academic, psychological, and social well-being./
作者:	Cuevas, Amanda Elaine Propst.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	236 p.
附註:	Source: Dissertations Abstracts International, Volume: 77-03, Section: A.
Contained By:	Dissertations Abstracts International77-03A.
標題:	School administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3715833
ISBN:	9781321941494

Thriving in college: Predictors of honors student academic, psychological, and social well-being.
Cuevas, Amanda Elaine Propst.

Thriving in college: Predictors of honors student academic, psychological, and social well-being. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 236 p.

Source: Dissertations Abstracts International, Volume: 77-03, Section: A.

Thesis (Ph.D./HE)--Azusa Pacific University, 2015.

This item must not be sold to any third party vendors.

Resources are invested to recruit the best and brightest students into honors programs and colleges across the United States, yet little is known about honors students' holistic success and well-being. Although honors students often perform well academically, there is evidence they may experience challenges to their psychological and social well-being (Walker, 2012). The conceptual framework of thriving, defined as academic, psychological, and social well-being (Schreiner, 2010a), provided the context of this study of honors students. The purpose of this study was to determine how well a national model of thriving fit an honors student sample and the extent to which a psychological sense of community, campus involvement, student-faculty interaction, spirituality, and student demographic characteristics contributed to the variation in honors students' thriving. The Thriving Quotient (TQ; Schreiner, 2012) was administered to participants in this longitudinal study to explore pathways to honors student thriving over the course of an academic semester. Participants included 945 traditional-aged college students enrolled in 11 honors programs or colleges, representing a variety of United States private and public institutions with differing Carnegie classifications. The sample was predominantly White (92.9%) and female (76.3%). Structural equation modeling (SEM) indicated that the existing model of college student thriving among traditional undergraduates was a poor fit; therefore, an alternative model was created that evidenced an acceptable fit to this sample of honors students (χ2(173) = 711.721; p < .000; CFI = .895; RMSEA = .057). In this model, a psychological sense of community was the strongest predictor of the variance in honors student thriving, followed by campus involvement, student-faculty interaction, and spirituality. Recommendations for practice to help honors students thrive in college include (a) establishing a sense of community on campus, (b) encouraging honors students to become selectively involved on campus, (c) engaging faculty in appreciative advising with honors students, (d) recognizing spirituality as a potential pathway to honors students' thriving, and (e) expending resources on programming to support and enhance honors students' psychological well-being.

ISBN: 9781321941494Subjects--Topical Terms:

3172164
School administration.

Thriving in college: Predictors of honors student academic, psychological, and social well-being.
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