Date of Award
2-23-2015
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Department of Educational Administration and Foundations: Educational Administration
First Advisor
John Rugutt
Abstract
This study expands the research for the transition of student veterans utilizing the Post-9/11 G.I. Bill enacted in 2008. It presents a quantitative approach to study the relationship between first-time, full-time student veterans and their non-veteran student counterparts in the area of transition to college life and academic success in the first-year of college. Transition to college life is measured through variables that represent pre-entry attributes, skills gained or lost, and student involvement. The results of the study contribute to the efforts of campus professionals to coordinate services and direct resources in order to better serve and increase the academic success of this population. Using secondary data, the study examines financial stress, prior learning experience, psychological/physical health, skills gained or lost, and student involvement in relationship to academic success. Additionally, the study compares first-year student veterans with comparison groups: traditional first-year students, first-generation first-year students, and non-traditional first-year students. Finally, the study identifies what forms of student involvement work best for student veteran academic success and what pre-entry attribute or skill most influences academic success. The study also explores differences between student veterans from public/private institution types and commuter/residential status.
Recommended Citation
Chaleunphonh, Saipraseuth, "Best forms of involvement for first-year student veterans for academic success" (2015). Theses and Dissertations. 319.
https://ir.library.illinoisstate.edu/etd/319
DOI
http://doi.org/10.30707/ETD2015.Chaleunphonh.S
Page Count
183
Comments
Imported from ProQuest Chaleunphonh_ilstu_0092E_10439.pdf