140 related articles for article (PubMed ID: 38702457)
1. An identity-based learning community intervention enhances the lived experience and success of first-generation college students in the biological sciences.
Wu DJ; Gibson TM; Ziegenbein LM; Phillis RW; Zehnder CB; Connor EA; Dasgupta N
Sci Rep; 2024 May; 14(1):10163. PubMed ID: 38702457
[TBL] [Abstract][Full Text] [Related]
2. Broadening Participation in the Life Sciences with Social-Psychological Interventions.
Tibbetts Y; Harackiewicz JM; Priniski SJ; Canning EA
CBE Life Sci Educ; 2016; 15(3):. PubMed ID: 27543632
[TBL] [Abstract][Full Text] [Related]
3. Success with EASE: Who benefits from a STEM learning community?
Solanki S; McPartlan P; Xu D; Sato BK
PLoS One; 2019; 14(3):e0213827. PubMed ID: 30901339
[TBL] [Abstract][Full Text] [Related]
4. Evaluating Psychosocial Mechanisms Underlying STEM Persistence in Undergraduates: Evidence of Impact from a Six-Day Pre-College Engagement STEM Academy Program.
Findley-Van Nostrand D; Pollenz RS
CBE Life Sci Educ; 2017; 16(2):. PubMed ID: 28572178
[TBL] [Abstract][Full Text] [Related]
5. Closing the social-class achievement gap: a difference-education intervention improves first-generation students' academic performance and all students' college transition.
Stephens NM; Hamedani MG; Destin M
Psychol Sci; 2014 Apr; 25(4):943-53. PubMed ID: 24553359
[TBL] [Abstract][Full Text] [Related]
6. Closing achievement gaps with a utility-value intervention: Disentangling race and social class.
Harackiewicz JM; Canning EA; Tibbetts Y; Priniski SJ; Hyde JS
J Pers Soc Psychol; 2016 Nov; 111(5):745-765. PubMed ID: 26524001
[TBL] [Abstract][Full Text] [Related]
7. Peer support intervention as a tool to address college students' mental health amidst the COVID-19 pandemic.
Arenas DL; Viduani AC; Bassols AMS; Hauck S
Int J Soc Psychiatry; 2021 May; 67(3):301-302. PubMed ID: 32883124
[No Abstract] [Full Text] [Related]
8. Unseen disadvantage: how American universities' focus on independence undermines the academic performance of first-generation college students.
Stephens NM; Fryberg SA; Markus HR; Johnson CS; Covarrubias R
J Pers Soc Psychol; 2012 Jun; 102(6):1178-97. PubMed ID: 22390227
[TBL] [Abstract][Full Text] [Related]
9. Socio-demographic Heterogeneity in Prevalence of SARS-COV-2 Infection and Death Rate: Relevance to Black College Student Knowledge of COVID-19 and SARS-COV-2.
Emrani J; Hefner EN
J Racial Ethn Health Disparities; 2023 Feb; 10(1):14-31. PubMed ID: 35119679
[TBL] [Abstract][Full Text] [Related]
10. Programming course for health science as a strategy to engage students during the coronavirus pandemic.
De la Fuente CI; Guadagnin EC; Kunzler MR; Carpes FP
Adv Physiol Educ; 2021 Mar; 45(1):53-58. PubMed ID: 33464193
[TBL] [Abstract][Full Text] [Related]
11. COVID-19 Testing and Case Rates and Social Contact Among Residential College Students in Connecticut During the 2020-2021 Academic Year.
Schultes O; Clarke V; Paltiel AD; Cartter M; Sosa L; Crawford FW
JAMA Netw Open; 2021 Dec; 4(12):e2140602. PubMed ID: 34940864
[TBL] [Abstract][Full Text] [Related]
12. Impact of COVID-19 on the mental health of US college students.
Lee J; Solomon M; Stead T; Kwon B; Ganti L
BMC Psychol; 2021 Jun; 9(1):95. PubMed ID: 34103081
[TBL] [Abstract][Full Text] [Related]
13. Effects of residential learning communities on drinking trajectories during the first two years of college.
Cranford JA; McCabe SE; Boyd CJ; Lange JE; Reed MB; Scott MS
J Stud Alcohol Drugs Suppl; 2009 Jul; (16):86-95. PubMed ID: 19538916
[TBL] [Abstract][Full Text] [Related]
14. Access is not enough: Cultural mismatch persists to limit first-generation students' opportunities for achievement throughout college.
Phillips LT; Stephens NM; Townsend SSM; Goudeau S
J Pers Soc Psychol; 2020 Nov; 119(5):1112-1131. PubMed ID: 32105102
[TBL] [Abstract][Full Text] [Related]
15. Reimagining the Introductory Math Curriculum for Life Sciences Students.
O'Leary ES; Sayson HW; Shapiro C; Garfinkel A; Conley WJ; Levis-Fitzgerald M; Eagan MK; Van Valkenburgh B
CBE Life Sci Educ; 2021 Dec; 20(4):ar62. PubMed ID: 34846919
[TBL] [Abstract][Full Text] [Related]
16. Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students.
Tibbetts Y; Harackiewicz JM; Canning EA; Boston JS; Priniski SJ; Hyde JS
J Pers Soc Psychol; 2016 May; 110(5):635-59. PubMed ID: 27176770
[TBL] [Abstract][Full Text] [Related]
17. Zoom out: An intervention on the virtual learning environment improves minority students' grades in two field experiments in Israel.
Endevelt K; Halperin E; Porat R
Proc Natl Acad Sci U S A; 2024 May; 121(22):e2313496121. PubMed ID: 38771874
[TBL] [Abstract][Full Text] [Related]
18. Female peer mentors early in college increase women's positive academic experiences and retention in engineering.
Dennehy TC; Dasgupta N
Proc Natl Acad Sci U S A; 2017 Jun; 114(23):5964-5969. PubMed ID: 28533360
[TBL] [Abstract][Full Text] [Related]
19. The Covid-19 pandemic and mental health of first-year college students: Examining the effect of Covid-19 stressors using longitudinal data.
Fruehwirth JC; Biswas S; Perreira KM
PLoS One; 2021; 16(3):e0247999. PubMed ID: 33667243
[TBL] [Abstract][Full Text] [Related]
20. Online college English education in Wuhan against the COVID-19 pandemic: Student and teacher readiness, challenges and implications.
Zou C; Li P; Jin L
PLoS One; 2021; 16(10):e0258137. PubMed ID: 34597337
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]