The Relationship of the Socioeconomic Status of Participants in an Advanced Academic Skills Program with Their Motivations, Perceptions, and Academic Outcomes
Notice bibliographique
Résumé
This study investigated undergraduate students’ experiences and perceptions of a free co-curricular advanced academic skills program for research skills development, with particular attention to the role such a program might have for students from low socioeconomic status backgrounds. Nine students who had participated in the program were interviewed about their motivations and views of the program, the role the program played in their academic success, and the value the students found in participating in the program. Each student was interviewed three times. The third interview included questions about their socioeconomic backgrounds, their parents’ education, and their financial circumstances. All of the students were motivated to participate in the program as a way to set themselves apart academically in a large institution, although individual motivators varied slightly. Regardless of their parents’ educational backgrounds, all students expressed that their parents’ experiences were a source of motivation for them to achieve success in their academic studies, although students who grew up in working-class families noted that seeing their parents struggle to find work with only a high school education was an especially important motivator. Students found the program they participated in valuable for the soft skills, such as confidence, they learned, as well as the academic skills. Several students found that participating increased their level of engagement with peers, faculty, and the campus community. While students said they would still participate if a small fee was charged, they felt it was important the program remain free in order to be accessible to all students. Some of the students had completed it in person, some online, and others a mix of both. Eight of the students work year-round and emphasized how important it was for them to have the flexibility of online or in-person offerings so that the program could fit their busy schedules. This study contributes to our understanding of the role that free programs can have in supporting students’ academic success, especially for students who may not have the financial means to enroll in fee-charging programs. For students whose parents did not attend university, access to such programs may be particularly helpful.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».