Abstract
Institutions of higher education have shifted their focus from access and enrollment to creating more effective institutional conditions that lead to academic success, persistence, retention, and completion. Academic coaching has surfaced as a promising support concept in higher education, and to date, little empirical research exists on the subject, especially within community colleges. Guided by Schlossberg's (1989) theory of marginality and mattering, this qualitative study explored first year students' mattering experiences, perceptions of academic coaching and belonging at a southeastern community college in the United States. This study contributed to an understudied area of research for a distinct student population. The findings of this study demonstrated that first-year students, who did report initial feelings of marginality, but who also received support from an academic coach reported a strong sense of belonging and mattering on campus, helping them to overcome feelings of marginality and to persist.
Notes
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Graduation Date
2021
Semester
Fall
Advisor
Cox, Thomas
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Educational Leadership and Higher Education
Degree Program
Educational Leadership; Higher Education Track
Format
application/pdf
Identifier
CFE0008842; DP0026121
URL
https://purls.library.ucf.edu/go/DP0026121
Language
English
Release Date
December 2024
Length of Campus-only Access
3 years
Access Status
Doctoral Dissertation (Campus-only Access)
STARS Citation
Goldys, Michelle, "Mindset & Mattering: A Qualitative Exploration of First-year Undergraduate Students and Their Experience with Academic Coaching" (2021). Electronic Theses and Dissertations, 2020-2023. 871.
https://stars.library.ucf.edu/etd2020/871
Restricted to the UCF community until December 2024; it will then be open access.