rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Factors Contributing to Community College English as a Second Language (ESL) Student's Academic Success
  name:
    name part: Comfort, Leslie Elizabeth
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Padrón, Yolanda N.
    role:
      role term: thesis advisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2014
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (104 pages)
  abstract: Given the high numbers of English as a Second Language (ESL) students who begin their studies at a community college, it is imperative that educators help these students thrive. The purpose of this study was to determine the degree to which the factors of academic self-efficacy, acculturation, life satisfaction, and academic motivation affect ESL community college students' academic success. A convenience sample of 118 ESL students who were enrolled in an urban community college in the U.S. participated in the study. These students were volunteers who were enrolled in for-credit classes in the Teacher Education and Child Development Department during the summer and fall semesters in 2011. The following research questions were addressed: (a) Are there significant differences between successful students (i.e., higher GPA) and less successful students on academic self-efficacy?, (b) Are there significant differences between successful students and less successful students on cultural congruity?, (c) Are there significant differences between successful students and less successful students on a measure of academic motivation and life satisfaction?, and (d) What impact does going to college have on ESL students' family life, work life, and social life? The participants were asked to complete three Likert-type questionnaires and several open-ended items. Results indicated that ESL community college students understand the expectations of their professors, and that they are able to master the coursework using their study skills. Students also perceived that they were accepted in the community college environment and experienced less identity and cultural conflict. Students were also positively impacted by their family's support and understood the benefits of attending college. However, they had a difficult time dealing with competing time demands (i.e., work, school, family time). The results from the open-ended items showed that the ESL student's family, work, and social …
  note: by Leslie Elizabeth Comfort.
  note: "Major Subject: Educational Psychology"
  note: Includes vita.
  note: Doctor of Philosophy Texas A & M University 2013 http://hdl.handle.net/1969.1/151806
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major Educational Psychology
  subject:
    topic: ESL Community College Students
  subject:
    topic: College Success Factors
  identifier: http://hdl.handle.net/1969.1/151806
  record info:
    record content source: TXA
    record creation date: 140624
    record change date: 20151206101835.0
    record identifier: in00003478501
    language of cataloging:
      language term: eng