The purpose of this study was to investigate the attitudes of selected African-American male college students and the impact of financing, role-modeling, high school preparation, college/community acceptance, and family support on academic achievement at Rowan University. The study sought to determine if any of these factors had a significant relationship with academic achievement.
Academic achievement was measured by a self-reported GPA of 2.76 or higher, which was higher than Rowan University's minimum requirement (2.5) for graduation, and honors achievements (awards, certificates, honor societies). Responses were measured using a Likert scale of 1-Strongly Agree to 5-Strongly Disagree.
Respondents reported that financial aid (69%), college/community acceptance (63%), role-modeling (78%), family support (92%), and high school preparation (51%) influenced them most. Respondents who reported a GPA of 2.76 or higher also reported that financial aid (63%), college/community acceptance (63%), role-modeling (61%), family support (60%), and high school preparation (59%) influenced most. According to the mean response rate, respondents who reported a GPA of 2.76 or higher recognize the influence of family support (60%) and role-modeling (61%) as having the greatest impact on academic achievement. There was a significant relationship between the statement \"I feel well prepared to take college courses\" and academic achievement.
","abstract_html":"<p>The purpose of this study was to investigate the attitudes of selected African-American male college students and the impact of financing, role-modeling, high school preparation, college/community acceptance, and family support on academic achievement at Rowan University. The study sought to determine if any of these factors had a significant relationship with academic achievement.</p> <p>Academic achievement was measured by a self-reported GPA of 2.76 or higher, which was higher than Rowan University's minimum requirement (2.5) for graduation, and honors achievements (awards, certificates, honor societies). Responses were measured using a Likert scale of 1-Strongly Agree to 5-Strongly Disagree.</p> <p>Respondents reported that financial aid (69%), college/community acceptance (63%), role-modeling (78%), family support (92%), and high school preparation (51%) influenced them most. Respondents who reported a GPA of 2.76 or higher also reported that financial aid (63%), college/community acceptance (63%), role-modeling (61%), family support (60%), and high school preparation (59%) influenced most. According to the mean response rate, respondents who reported a GPA of 2.76 or higher recognize the influence of family support (60%) and role-modeling (61%) as having the greatest impact on academic achievement. There was a significant relationship between the statement "I feel well prepared to take college courses" and academic achievement.</p>","abstract_has_math":false,"creators":["Bennett, Marquis L."],"institution":null,"degree_name":"M.A. in Higher Education Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Sisco, Burton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-04-19T07:00:00Z","date_published":"2007-04-19T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Academic achievement--New Jersey; College students--New Jersey--Attitudes","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/801","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sisco, Burton"]},{"key":"dc:creator","label":"Author","values":["Bennett, Marquis L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Higher Education Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic achievement--New Jersey; College students--New Jersey--Attitudes","Higher Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/801"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate the attitudes of selected African-American male college students and the impact of financing, role-modeling, high school preparation, college/community acceptance, and family support on academic achievement at Rowan University. The study sought to determine if any of these factors had a significant relationship with academic achievement.
Academic achievement was measured by a self-reported GPA of 2.76 or higher, which was higher than Rowan University's minimum requirement (2.5) for graduation, and honors achievements (awards, certificates, honor societies). Responses were measured using a Likert scale of 1-Strongly Agree to 5-Strongly Disagree.
Respondents reported that financial aid (69%), college/community acceptance (63%), role-modeling (78%), family support (92%), and high school preparation (51%) influenced them most. Respondents who reported a GPA of 2.76 or higher also reported that financial aid (63%), college/community acceptance (63%), role-modeling (61%), family support (60%), and high school preparation (59%) influenced most. According to the mean response rate, respondents who reported a GPA of 2.76 or higher recognize the influence of family support (60%) and role-modeling (61%) as having the greatest impact on academic achievement. There was a significant relationship between the statement \"I feel well prepared to take college courses\" and academic achievement.
"]},{"key":"dc:title","label":"Title","values":["A study of selected student attitudes toward factors that influence academic achievement"]}]}],"canonical_facts":{"dc:contributor":["Sisco, Burton"],"dc:creator":["Bennett, Marquis L."],"dc:date.available":["2016-03-24T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate the attitudes of selected African-American male college students and the impact of financing, role-modeling, high school preparation, college/community acceptance, and family support on academic achievement at Rowan University. The study sought to determine if any of these factors had a significant relationship with academic achievement.
Academic achievement was measured by a self-reported GPA of 2.76 or higher, which was higher than Rowan University's minimum requirement (2.5) for graduation, and honors achievements (awards, certificates, honor societies). Responses were measured using a Likert scale of 1-Strongly Agree to 5-Strongly Disagree.
Respondents reported that financial aid (69%), college/community acceptance (63%), role-modeling (78%), family support (92%), and high school preparation (51%) influenced them most. Respondents who reported a GPA of 2.76 or higher also reported that financial aid (63%), college/community acceptance (63%), role-modeling (61%), family support (60%), and high school preparation (59%) influenced most. According to the mean response rate, respondents who reported a GPA of 2.76 or higher recognize the influence of family support (60%) and role-modeling (61%) as having the greatest impact on academic achievement. There was a significant relationship between the statement \"I feel well prepared to take college courses\" and academic achievement.
"],"dc:identifier":["https://rdw.rowan.edu/etd/801"],"dc:subject":["Academic achievement--New Jersey; College students--New Jersey--Attitudes","Higher Education Administration"],"dc:title":["A study of selected student attitudes toward factors that influence academic achievement"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Higher Education Administration"]},"updated_at":"2026-07-24T04:13:40Z"}