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dc.contributor.authorPerlman, Benjamin Michael
dc.date.accessioned2014-03-04T20:00:26Z
dc.date.available2014-03-04T20:00:26Z
dc.date.issued2011-05
dc.identifier.otherperlman_benjamin_m_201105_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/perlman_benjamin_m_201105_phd
dc.identifier.urihttp://hdl.handle.net/10724/27267
dc.description.abstractThe purpose of this study was to determine what relationships exist between second-year student behaviors and characteristics in a second-year engagement (SYE) program and academic development. Research questions were developed to examine the relationship between various aspects of participation in the SYE program and the tasks of academic autonomy and educational involvement, as measured by the Student Development Task and Lifestyle Assessment (SDTLA). This would allow educators involved in SYE programs to better understand the relationship between behaviors (participation in SYE activities) and intended outcomes (academic development). The researcher collected data via a survey questionnaire distributed to an entire college class at Southern Selective University (SSU) and included questions about SYE participation as well as the SDTLA assessment sections on academic autonomy and educational involvement. Using t-tests, correlation coefficients, and regression analysis, the researcher determined that several significant relationships existed between student characteristics, behaviors, and academic development. Participants who had completed a resume by the end of their second year of college were more likely to have high educational involvement scores. Also, the frequency of meetings with academic advisors was found to be positively correlated with educational involvement and academic autonomy. How often participants discussed academics with faculty was also found to have a significant relationship with both measures of academic development. Several other factors had small but significant relationships with academic development, including discussing academics with family and friends. Another important finding was that overall frequency of participation in SYE programs was not found to have any relationship with academic development scores. An examination of demographic data found that students who were the first in their family to attend college were less likely to have completed a resume, and where second-year students lived had an effect on their overall participation in the SYE program. Several findings are discussed, including the importance of academic advising integration into SYE programs, an increased focus on resume completion, and making faculty involvement a priority in programming. INDEX WORDS: Academic Development; Sophomore; Second-Year Students; Academic Autonomy; Educational Involvement; SDTLA
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectAcademic Development
dc.subjectSophomore
dc.subjectSecond-Year Students
dc.subjectAcademic Autonomy
dc.subjectEducational Involvement
dc.subjectSDTLA
dc.titleThe behavior and characteristics of students in a second-year experience program and related effects on academic development
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentCounseling and Human Development Services
dc.description.majorCounseling and Student Personnel Services
dc.description.advisorDiane L. Cooper
dc.description.committeeDiane L. Cooper
dc.description.committeeRichard H. Mullendore
dc.description.committeeLaura Dean


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