RSCH FPX 7860 Assessment 1 Literature Review Research Matrix → Essay Writing Service

RSCH FPX 7860 Assessment 1 Literature Review Research Matrix.

Table 1: Garriott et al. (2015)

Reference	Imperative Subjects/Co-Instructs	Research Questions	Theoretical Framework or Model	Population & Sample (N=)	Methodology and Sketch	Summary of Findings
Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015)	Social cognitive predictors of first and non-first-technology college students’ academic and lifestyles	What are the predictors of university college students’ instructional and life pride?	Lent’s model of normative properly-being.	N=414 college students from two 4-year universities.	Quantitative, Quasi-Experimental, a Couple of Measures.	Outcomes suggested that the hypothesized version provided an adequate shape to the statistics, as hypothesized relationships in the version were component-supported. Environmental supports were expected to influence college self-efficacy, college final results expectations, and educational satisfaction. Moreover, college self-efficacy expectations are expected to influence educational development simultaneously, as college results expectations are expected to lead to academic delight. Educational satisfaction, but not academic improvement, is a key indicator of anticipated lifestyle satisfaction. Pleasure. mag of Counseling Psychology, sixty two(two), 253–263. DOI: https://doi.org/10.1037/cou0000066 Need Help Writing an Essay? Tell us about your assignment and we will find the best writer for your project Write My Essay For Me

Table 2: Capik & Shupp (2021)

Reference	Imperative Subjects/Co-Instructs	Research Questions	Theoretical Framework or Model	Population & Sample (N=)	Methodology and Sketch	Summary of Findings
Capik, D., & Shupp, M. (2021)	Sophomore stoop, First-generation, retention, staying strong	Ten open-ended questions were used, providing university students with the opportunity to share their perspectives and ideas. It was once based primarily on the transition from a liberal arts university to a university.	Tinto’s version of university attrition	N=10 College and university students are determined primarily based on Pennsylvania’s contemporary enrollment reputation, a rural bachelor’s degree-granting institution.	Bachelor’s studies were diagrammed through the use of narrative inquiry.	The effects illustrated that five issue topics emerged from the assessment of what passed off at some stage in the sophomore stoop: “university college students’ Grit and “inner pressure in students ion of undertaking a Bachelor’s diploma.” “The importance of an apBachelor’s and the I “n” movement in college lifestyles.” “Significance of identifying private “C” campus Connections.” and “The importance of economic appreciation” as a” d obligation.”

Table 3: Markle & Stelzriede (2020)

RSCH FPX 7860 Assessment 1 Literature Review Research Matrix

Reference	Imperative Subjects/Co-Instructs	Research Questions	Theoretical Framework or Model	Population & Sample (N=)	Methodology and Sketch	Summary of Findings
Markle, G., & Stelzriede, D. (2020)	First-generation college students, pupil development, scholar involvement, analyzing agencies, endurance	How do pre-university tendencies range among first-generation college students, continuing-generation college students, and the one-technology college students who participated in a one-year studying network? How does academic and social involvement vary among the three student groups? How do scholars’ effects range among the three corporations? What factors have an impact on those effects?	The concept of scholar Involvement is used to illustrate the impact of tutorial applications on a student’s personal life and learning.	A total of 395 college students finished the surveys. Among them, 46 first-generation reading community university students, 78 first-generation students, and 153 continuing era college university students	were evaluated using variance analysis (ANOVA) and the Tukey post hoc test.	First-generation university college students who gained knowledge of community outperformed first-generation college students who no longer participated, as well as continuing-generation university college students, in terms of intellectual development, interpersonal development, and engagement with diverse perspectives.

Table 4: Moreno (2021)

Reference	Imperative Subjects/Co-Instructs	Research Questions	Theoretical Framework or Model	Population & Sample (N=)	Methodology and Sketch	Summary of Findings
Moreno, R. (2021)	This test aimed to identify ways in which first-generation Latino and Latina graduate university students may experience accountability while pursuing their undergraduate education.	Fundamental research query: What role does guilt play in the better education journeys of first-generation Latino university students? What techniques and tools do they use? Does guilt negatively affect their better-ed journey? How can instructional success be achieved?	The conceptual framework for this study draws from Geraldine Piorkowski’s (1983) Work on the Linkage of first-generation students.	Latino and Latina first-generation university college students who felt guilt associated with being the first in their families waited for an organization to provide ongoing support for their training.	Students shared reminiscences about guilt and how they overcame that venture. Via interviews, information was accumulated to help inform their story. The one’s interviews added a robust understanding of them and their reviews.	Outcomes decided that the educational journey of those first-generation university students was once again significantly influenced by a method of guilt. They have additionally expressed that the guilt started early in university students and persisted, and has not long passed away, even after the completion of their degree.

Table 5: Toyokawa & Dewald (2020)

Reference	Imperative Subjects/Co-Instructs	Research Questions	Theoretical Framework or Model	Population & Sample (N=)	Methodology and Sketch	Summary of Findings
Toyokawa, T., & DEWALD, C. (2020)	First-technology university, university college, college students, career barriers, desire-making, transition, professional exploration, first-generation	How do my college students recognize care limitations? And the way they determine what profession to pursue.	The six-item professional decision-making scale was used to assess this.	N=149 First-year university college students, N=182 Non-first-year university college students at a 4-year college	Three hundred and fifty-three undergraduate students at a liberal arts college within the Pacific Northwest responded to online surveys using Google Forms.	In line with the findings presented in RSCH FPX 7860 Assessment 1 Literature Review Research Matrix, the hypothesis that students who perceived higher levels of missing skills and knowledge demonstrated a lower degree of confidence in their future career choices was supported. These university students often encounter such difficulties due to limited time and financial resources, which further impacts their professional development and decision-making.

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