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.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu.
Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Higher Education Track
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Goldys, Michelle, "Mindset & Mattering: A Qualitative Exploration of First-year Undergraduate Students and Their Experience with Academic Coaching" (2021). Electronic Theses and Dissertations, 2020-. 871.