Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

Autor:	Kadian M. Callahan
Rok vydání:	2008
Předmět:	Self-efficacy Peer interaction media_common.quotation_subject Undergraduate education Self-esteem Academic achievement Academic integration Education Identity development ComputingMilieux_COMPUTERSANDEDUCATION Cognitive development Mathematics education Psychology media_common
Zdroj:	Journal of College Student Retention: Research, Theory & Practice. 10:361-389
ISSN:	1541-4167 1521-0251
DOI:	10.2190/cs.10.3.f
Popis:	Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini, 1980, 1991, 2005). Research shows that reasonable levels of social interactions along with interactions that are academically-centered support students' persistence in undergraduate study (Bank, Slavings, & Biddle, 1990; Liu & Liu, 2000; Loo & Rolison, 1986). While both social and academic interactions among students shape undergraduate learning experiences, these interactions can differentially influence students' academic success and retention in undergraduate education. This study examined the ways first-year students supported their academic success in undergraduate mathematics-based programs by exploring the types of academic-centered peer interactions (ACPIs) in which students engaged both inside and outside of the classroom setting, and the relationship between participation in ACPIs to retention in undergraduate mathematics-based programs.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::197b77e10bb89b3c181e44b22556a879 https://doi.org/10.2190/cs.10.3.f Zobrazit plný text záznamu