{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/110538"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/110538","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"An investigation of hope in second-year male college students during academic recovery","abstract":"There is an increase of students placed on academic probation after their first year of college yet continue to their second year, with a larger percentage of this population identified as male. Men are also falling behind in graduation rates, and this gap is significantly wider for men of color. This study utilizes Bean & Eaton’s (2000, 2001) psychological model of retention and Carl Snyder’s (2002) hope theory to explore the experience of men on academic probation during their second year of college. The study used an explanatory sequential mixed-methods design involving quantitative data from an administered survey, followed by student interviews discussing their experiences. The investigation aimed to discover if the three variables attributed to Bean & Eaton’s model, academic locus of control, coping skills and self-efficacy influence hopeful thinking, while also exploring narrative student experience for a better understanding of this experience. Themes in the literature discuss the challenges surrounding the second year of college, factors that influence students to fall on academic probation, male difficulty surrounding healthy coping strategies, and the importance of several psycho-social variables that impact student persistence. The results indicated a statistically significant relationship between the independent variables and the dependent variable. Additionally, students expressed their second year in recovery as a transitionary process with emphasis on feelings of directionlessness, loss of motivation, coping skills, the importance of peer relationships and support networks, and the impact of COVID-19 on their learning experience. Academic recovery in the second year is a process that takes longer than one semester, requires institutional support, intentional self-reflection, and the gift of time. Implications for future support include peer programming, student success courses, hands-on major exploration, and policy review.","abstract_html":"There is an increase of students placed on academic probation after their first year of college yet continue to their second year, with a larger percentage of this population identified as male. Men are also falling behind in graduation rates, and this gap is significantly wider for men of color. This study utilizes Bean & Eaton’s (2000, 2001) psychological model of retention and Carl Snyder’s (2002) hope theory to explore the experience of men on academic probation during their second year of college. The study used an explanatory sequential mixed-methods design involving quantitative data from an administered survey, followed by student interviews discussing their experiences. The investigation aimed to discover if the three variables attributed to Bean & Eaton’s model, academic locus of control, coping skills and self-efficacy influence hopeful thinking, while also exploring narrative student experience for a better understanding of this experience. Themes in the literature discuss the challenges surrounding the second year of college, factors that influence students to fall on academic probation, male difficulty surrounding healthy coping strategies, and the importance of several psycho-social variables that impact student persistence. The results indicated a statistically significant relationship between the independent variables and the dependent variable. Additionally, students expressed their second year in recovery as a transitionary process with emphasis on feelings of directionlessness, loss of motivation, coping skills, the importance of peer relationships and support networks, and the impact of COVID-19 on their learning experience. Academic recovery in the second year is a process that takes longer than one semester, requires institutional support, intentional self-reflection, and the gift of time. Implications for future support include peer programming, student success courses, hands-on major exploration, and policy review.","abstract_has_math":false,"creators":["Gragido, Ashley Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Ward Hood, Denice","Pak, Yoon","Hale, Jon","Kang, Hyun-Sook"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-17T01:11:11Z","date_published":"2021-09-17T01:11:11Z","updated_at":"2026-07-22T22:24:52Z","subjects":["academic probation","academic recovery","second-year","college","men","hope","coping skills","locus of control","self-efficacy","sophomore","higher education","postsecondary","covid"],"languages":["en"],"rights":["Copyright 2021 Ashley Gragido"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/110538","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ward Hood, Denice","Pak, Yoon","Hale, Jon","Kang, Hyun-Sook"]},{"key":"dc:creator","label":"Author","values":["Gragido, Ashley Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-09-17T01:11:11Z","2021-04-22","2021-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["academic probation","academic recovery","second-year","college","men","hope","coping skills","locus of control","self-efficacy","sophomore","higher education","postsecondary","covid"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Ashley Gragido"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/110538"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["There is an increase of students placed on academic probation after their first year of college yet continue to their second year, with a larger percentage of this population identified as male. Men are also falling behind in graduation rates, and this gap is significantly wider for men of color. This study utilizes Bean & Eaton’s (2000, 2001) psychological model of retention and Carl Snyder’s (2002) hope theory to explore the experience of men on academic probation during their second year of college. The study used an explanatory sequential mixed-methods design involving quantitative data from an administered survey, followed by student interviews discussing their experiences. The investigation aimed to discover if the three variables attributed to Bean & Eaton’s model, academic locus of control, coping skills and self-efficacy influence hopeful thinking, while also exploring narrative student experience for a better understanding of this experience. Themes in the literature discuss the challenges surrounding the second year of college, factors that influence students to fall on academic probation, male difficulty surrounding healthy coping strategies, and the importance of several psycho-social variables that impact student persistence. The results indicated a statistically significant relationship between the independent variables and the dependent variable. Additionally, students expressed their second year in recovery as a transitionary process with emphasis on feelings of directionlessness, loss of motivation, coping skills, the importance of peer relationships and support networks, and the impact of COVID-19 on their learning experience. Academic recovery in the second year is a process that takes longer than one semester, requires institutional support, intentional self-reflection, and the gift of time. 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