Measuring Academic Self-Regulation, College Adjustment, and Academic Performance Within a First-Year Experience Program Using a Multi-Wave Quasi-Experimental Design

Abstract

First-year students experience academic, social, and emotional adjustments as they transition to college. First-year experience courses support students in this transitional phase by helping them integrate into the campus environment and by teaching them college-appropriate learning strategies. This case study describes the process and challenges of conducting a multi-wave quasi-experimental assessment of self-regulation, college adjustment, and academic performance among first-year students. This research was a dissertation project designed to evaluate the impact of first-year experiences courses on students’ educational outcomes. The online survey data collection was ideal for technology-savvy college students and also increased the challenge of attrition. Implications of the findings are valuable in the design of institutional programs and interventions to support college students.

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