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Identifying and applying strengths to improve academic performance of first semester, high risk college students attending UW-Barron County using the StrengthsFinder® assessment instrument

by Ramage, Travis J.

Abstract (Summary)
Ramage Travis J (Last Name) (First Name) (Middle ~nitial) ldentifying and Applying Strengths to Improve Academic Performance of First Semester, High Risk College Students Attending UW-Barron County Using the ~trengths~inder~ Assessment Instrument (Title) Education Specialist in Career and Technical Education (Program) Dr. Robert Peters May 2005 53 (Research Advisor) (MontWYear) (Pages) American Psychological Association, 5th edition (Name of Style Manual Used in This Study) The purpose of this study is to identify and apply the strengths of high risk college students using the strengths~inderB (Clifton & Anderson, 2002) assessment and identify their areas of motivation, coping, and receptivity to support services using the College Student Inventory (CSI) to improve academic performance during their first semester of college. High risk college students begin their college career labeled high risk because of unsatisfactory performance in high school. Their academic challenges (weaknesses) are further identified by high school quartile ranking, ACT scores, college placement test scores, and results of self-assessments administered at orientation. The identification of their challenges results in the students' lowered self-esteem, insecurity about their abilities, and overall negative attitudes towards education (Hootstein, 1996). By developing a method to apply identified strengths to their academics, this study will show that high risk students will have some control over their learning experience. As a result, the students will develop beliefs of increased personal control in the learning situation and increase their motivation for learning (Hootstein, 1996).
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School:University of Wisconsin-Eau Claire

School Location:USA - Wisconsin

Source Type:Master's Thesis

Keywords:college freshmen academic achievement problem youth

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