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003 OCoLC;

005 20190805020248.0;

006 m o d ;

007 cr unu||||||||;

008 190624s2019 ncua obm 000 0 eng d;

035 a| (Sirsi) o1105587395;

035 a| (OCoLC)1105587395;

049 a| EREE;

090 a| LB2343.3;

100 1 a| Coker, James L.,e| author.?| UNAUTHORIZED;

245 14 a| The influence of noncognitive skill development on the sense of belonging of first-year students /c| by James L. Coker.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2019.;

300 a| 135 pages :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 827.5 KB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2019.;

500 a| Presented to the faculty of the Department of Educational Leadership;

500 a| Advisor: Marjorie Ringler;

500 a| Title from PDF t.p. (viewed July 19, 2019).;

520 3 a| The purpose of this study was to determine if developing noncognitive variables influenced the sense of belonging in first-year students. The literature suggests sense of belonging could be defined from either a psychological or behavioral perspective. Either definition recommends that colleges and universities implement high-impact practices or improve student engagement within the first-year to improve sense of belonging. Participants were solicited from two first-year seminar courses and were asked to complete two survey instruments measuring noncognitive variables and sense of belonging. The survey instruments were analyzed separately to determine the average scores on eight noncognitive variables and to measure the sense of belonging within each participant. A correlation study was conducted between the survey instruments to identify if a significant relationship existed between the noncognitive variables and two sense of belonging constructs. The results indicated that there was a significant relationship between many of the noncognitive variables and that may influence sense of belonging in first-year students.;

504 a| Includes bibliographical references.;

650 0 a| College freshmenx| Mental health.=| ^A57326;

650 0 a| Belonging (Social psychology)=| ^A1065574;

653 a| noncognitive variables;

700 1 a| Ringler, Marjorie C.,e| degree supervisor.=| ^A1269591;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/7189;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 5111000;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5111000-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/24/2019x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5111000-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/24/2019x| ETDz| HERESOURCE;

The influence of noncognitive skill development on the sense of belonging of first-year students / by James L. Coker.

Author/creator	Coker, James L. author.
Other author	Ringler, Marjorie C., degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2019.
Description	135 pages : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	College freshmen--Mental health. Belonging (Social psychology)

Summary	The purpose of this study was to determine if developing noncognitive variables influenced the sense of belonging in first-year students. The literature suggests sense of belonging could be defined from either a psychological or behavioral perspective. Either definition recommends that colleges and universities implement high-impact practices or improve student engagement within the first-year to improve sense of belonging. Participants were solicited from two first-year seminar courses and were asked to complete two survey instruments measuring noncognitive variables and sense of belonging. The survey instruments were analyzed separately to determine the average scores on eight noncognitive variables and to measure the sense of belonging within each participant. A correlation study was conducted between the survey instruments to identify if a significant relationship existed between the noncognitive variables and two sense of belonging constructs. The results indicated that there was a significant relationship between many of the noncognitive variables and that may influence sense of belonging in first-year students.
General note	Presented to the faculty of the Department of Educational Leadership
General note	Advisor: Marjorie Ringler
General note	Title from PDF t.p. (viewed July 19, 2019).
Dissertation note	Ed.D. East Carolina University 2019.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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The influence of noncognitive skill development on the sense of belonging of first-year students / by James L. Coker.

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