The transition to post-secondary education for Canadian Aboriginal and Non-Aboriginal students : a focus on adjustment, fit and anticipated persistence.
Bibliographic record
Abstract
Why do some first year students continue and others leave before their second year?This has been a pressing question for a number of years.Consequently, there has been a growing interest in examining the experiences of first-year post-secondary students and identifying the factors that are associated with their attrition and persistence.In Canada, there is a specific need to understand the experiences of the Aboriginal people.This group of individuals has shown significantly lower post-secondary completion rates than the non-Aboriginal population, and many view their participation in higher education as being the key to a better future.The purpose of this research was to explore factors associated with the adjustment and anticipated persistence of first year Aboriginal and non-Aboriginal students.To this end, the connections between adjustment, person-environment fit, anticipated persistence and a number of psychosocial and background variables were investigated using a quantitative-descriptive mixed method design.In the first part of the study, Aboriginal and non-Aboriginal participants within a university context and Aboriginal participants alone within a college environment were followed from the fall of their first year (N=316) to the spring of their first year (N=159) in order to examine the first year transition experience.In the second portion of the study, a subset of Aboriginal students (N=11) was interviewed about their post-secondary experiences in order to obtain a more comprehensive understanding of the transition experience.Full or partial support was found for the majority of the hypotheses related to adjustment, fit, and anticipated persistence.In the present study, academic, social and personal-emotional adjustment were each associated with subjective fit, beliefs about the transition experience, social support, and academic self-efficacy.Furthermore, each type of adjustment was also associated iii with additional unique correlates.This research also highlights that anticipated persistence is complex, with a number of background factors (e.g., high school preparation), psychosocial factors (e.g., beliefs about the transition experience, social support, academic self-efficacy) as well as adjustment and person-environment fit being relevant to this decision.In addition, this research highlights that Aboriginal students do not have poorer adjustment or fit compared to their non-Aboriginal peers but that they do have lower levels of anticipated persistence.A discussion of these and other findings as well as the implications and limitations of the present study is provided.A number of people have contributed to this project and I would like to take this opportunity to extend my gratitude to these individuals.I would like to thank Devon, my family, and my friends.Your love, support, understanding and encouragement has kept me grounded and reminded me what"s important in life.I would like to thank my supervisor, Dr.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.008 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".