Graduate Thesis Or Dissertation

 

The effect of a special living-learning residence hall experience on the self concept of entering educational opportunity program students at Oregon State University Public Deposited

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  • The overall purpose of this research was to determine the factors involved in Educational Opportunity Program (EOP) freshmen making a successful adjustment to the Oregon State University campus environment and to determine whether this adjustment can be accomplished early in the students' college career. Specifically, this investigation was designed to examine the effects of a living learning residence hall experience on the self concept and college adjustment of entering freshman EOP students. The sample of the study consisted of 54 freshman students. Twenty-three of the students were admitted to the university through the Educational Opportunity Program and comprised Group I (Experimental Group) and Group II (Control Group I). The remaining 31 students were admitted to the university through the regular admission process and comprised Group III (Control Group II). The primary source of the data was students' responses to the Tennessee Self Concept Scale (TSCS) and the Adjective Check List (ACL). Students were administered the instruments within two weeks after the start of fall term, 1977. The instruments were again administered one week before the end of fall term, 1977. The TSCS served as a measure of self concept and the ACL was used to measure adjustment to the college environment. The total scores on both instruments were used for testing the statistical hypotheses. The data were analyzed by an analysis of variance, an analysis of covariance, and a test for correlation. Statistical comparisons were made to ascertain if differences existed between: (1) Group I and Group II on pre and post test mean scores on self concept and college adjustment after one quarter of college. (2) Group I, Group II, and Group III on pre and post test mean scores on self concept and college adjustment after one quarter of college. (3) Group I, Group II, and Group III on pre-test mean scores on self concept and college adjustment at the beginning of fall term. The following conclusions were drawn from the results of this study: 1. EOP students who participate in a special living situation show no significant difference in change in self concept and adjustment to college in the majority of tested areas as compared to EOP students residing in regular campus residence halls. 2. Non-EOP students appear to have more positive change in some areas of self concept and college adjustment during the first quarter of college compared to EOP students. 3. EOP and non- EOP students appear to enter college with similar expectations concerning the college environment. 4. Both EOP and non-EOP students appear to adjust to the college environment basically at the same rate during the first quarter of college. 5. Non-EOP students appear to enter OSU with a more positive self concept in many areas than EOP students. 6. Both EOP and non-EOP students scored lower on the post test than they scored on the pre-test. The majority of the mean change scores were in the negative direction.
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