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","Doctor of Philosophy (Ph.D.)","College of Education and Human Performance","Education and Human Performance"]},{"key":"dc:description.abstract","label":"Abstract","values":["This study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers, honors students in trouble, help-seeking behaviors, and academic probation at the collegiate level. A phenomenological research design was employed where participants met with the investigator one-on-one for a semi-structured interview. Ten students participated in the study; six were first-year students on honors probation, and four were in academic good standing following the end of the first semester. Participants described several common experiences, including: difficulty with the high school to college transition, planning and organizational challenges, overconfidence in academic abilities, and poor attendance and class participation. Based on these findings, several recommendations are made."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Lived Experiences of First-Year, First Semester Honors College Students Placed on Academic Probation"]}]}],"canonical_facts":{"dc:contributor":["Boote, David"],"dc:creator":["Robinson, Mary-Margaret"],"dc:description":["If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
","Doctor of Philosophy (Ph.D.)","College of Education and Human Performance","Education and Human Performance"],"dc:description.abstract":["This study was conducted to examine the experiences of first-year, traditional aged Honors College students who were placed on academic probation at the conclusion of the first semester and how they perceive their current circumstances, reasons for their inability to meet the honors requirements, and future academic pursuits. A comprehensive literature review was performed, specifically in the areas of first-year college students, retention, Honors Colleges and Honors Programs, high achievers, honors students in trouble, help-seeking behaviors, and academic probation at the collegiate level. A phenomenological research design was employed where participants met with the investigator one-on-one for a semi-structured interview. Ten students participated in the study; six were first-year students on honors probation, and four were in academic good standing following the end of the first semester. Participants described several common experiences, including: difficulty with the high school to college transition, planning and organizational challenges, overconfidence in academic abilities, and poor attendance and class participation. Based on these findings, several recommendations are made."],"dc:format":["application/pdf"],"dc:identifier":["CFE0005877"],"dc:identifier.uri":["https://stars.library.ucf.edu/etd/718"],"dc:language":["English"],"dc:subject":["First year college student(s); honors colleges; honors students; honors programs; retention; students in trouble; high achievers; academic probation; high school transition","Education","Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic"],"dc:title":["The Lived Experiences of First-Year, First Semester Honors College Students Placed on Academic Probation"],"dc:type":["Doctoral Dissertation (Open Access)"]},"updated_at":"2026-07-24T05:09:17Z"}