Search

The author reflects on opportunity being offered by community colleges to low-income students in the U.S. to improve their social-economic status. Topics discussed include the various educational programs being offered by community colleges, the economic barriers to success facing students, inequalities in education, results of the #RealCollege Survey of the struggles of community college students, the goal of the majority of low-income students entering college, and the motivation that students can get from college.

The last decade of research on college student financial wellness was driven by the onset of the "student loan debt crisis." Prior to the focus on student loans, credit card use and marketing was the primary area of interest for those studying young adult finances on campuses. This paper consolidates the findings reported in twenty papers related to college student finances that were published in the Journal of Family and Economic Issues between 2010 and 2019. The work is organized into individual financial behaviors and its antecedents, followed by a summary of studies that study well-being indicators. The reviewed studies address financial behaviors as products of individual and personal characteristics, family relationships and formal socialization processes, and how these factors influence general well-being outcome. Though the approaches vary widely across published studies, each addressed at least one outcome within the socialization model. Credit card and student loan financial behaviors are common factors in determining well-being, their resulting impact on financial or general subjective well-being are mixed at best. The area of research is relatively new and directions for future research are outlined. Studies of emerging adults over time, replication of previous work, consistency in approach to measuring key constructs, and commitment to theoretically based approaches to research will all help to clarify our understanding of college students' transition to financial independence. [ABSTRACT FROM AUTHOR]

Much research has been done on students' role and position within higher education systems and institutions. Different concepts have been developed and employed to offer a thorough account of students' (shifting) ontological status. While they contribute to our understanding of the complexity of the students' experience, existing concepts might limit attempts to articulate an overarching perspective on students' multifaceted role(s). We contribute to the current debate by proposing the employment of the concept of prosumption—a combination of production and consumption—to develop a broad and nuanced account of the complexity and heterogeneity of students' role(s) and position(s) within higher education. [ABSTRACT FROM AUTHOR]

How do young graduates view the role of immediate families in influencing/supporting them as they start their working lives and how do those reflections affect how they think of themselves as graduates? Social, political and economic changes have led to many young people being dependent on family for longer, but how does this play out in their reflections? This article addresses these questions by reporting upon findings from qualitative research with 14 young people from working‐class backgrounds, who were part of a larger study of recent graduates. Figured Worlds theory illuminates data, with a consideration of the role that family plays in the 'space of authoring' and understanding of 'positionality'. Findings capture vivid stories of the enabling but also limiting role of family. In our analysis of data, we borrow the words 'salience' from Holland and her co‐authors and 'distinction' from Bourdieu, which help capture different depictions of family. Both articulations of 'salience' and a search for 'distinction' emerge in how graduates' stories respond to family. We argue for a greater appreciation of the differing family resources of working‐class graduates, and reject an emphasis on what they may lack, compared to their peers, which has tended to be the case in some media and policy commentary. There are implications for educators to foster student reflexivity about family sensitively, and to be aware of how family backgrounds may influence graduate career paths and students' awareness of wider inequalities. [ABSTRACT FROM AUTHOR]

Since the decade of 1970 onward in Chile, there has been a substantial change in terms of economic behaviour, which stems mainly from the installation of a neoliberal socioeconomic model. The profound consequences of this change for the Chilean society can be seen to this day, 40 years later, and these consequences include: broader access to goods and services for segments of the population that were previously excluded and/or that were a privilege of the economic elites; the assignation of new meanings to the concepts of purchase; and saving and indebtedness. These are all key concepts for the development and comprehension the neoliberal model. Complementary, the study of university graduates' behaviour is especially relevant in this area, considering that higher education is often thought to play a substantial role in social mobility. In the Chilean context, the transformations of the educational system have favoured the expansion of the admission numbers up to the point that seven of ten Chileans that pursue a graduate degree are the first members of their family to reach this educational level. Considering the above, the present study aims to compare attitudes towards purchase, saving and indebtedness in graduates from a university in southern Chile, by gender, socioeconomic level and faculty. The study follows a quantitative, cross-sectional, non-experimental, ex-post-facto design, with a descriptive-correlational scope. A questionnaire was completed by 120 participants contacted via snowball method. The questionnaire included: the Attitudes toward Indebtedness Scale; Attitudes toward Saving Scale; and Attitudes toward Purchase Scale, a scale that evaluates the participants' socioeconomic level and other sociodemographic information to help describe the sample. Descriptive analyses were carried out, along with mean and median comparisons for gender, socioeconomic level and faculty (t tests for independent samples and Mann-Whitney U tests). Finally, correlation tests with Pearson's r test were carried out to test associations between the scales and subscales. Results showed a profile that is desirable in university graduates in terms of attitudes towards saving, indebtedness and purchase, that is: favourable attitudes toward saving, austerity (a subscale of attitudes toward indebtedness) and rationality (a subscale of attitudes toward purchase), as well as negative attitudes toward hedonism (a subscale of attitudes toward indebtedness), and compulsivity and impulsivity (subscales of attitudes toward purchase). In terms of comparison, differences were found when comparing participants by gender in terms of attitudes toward compulsivity, and by their socioeconomic level by attitudes toward austerity in the indebtedness. Both these differences, although significant, were low when considering their effect size. No differences were found when comparing the faculty to which participants belonged in terms of attitudes toward saving, indebtedness and purchase. Finally, results showed associations between attitudes toward saving and austerity and with rationality, and between compulsivity and austerity (inversely) and with impulsivity. These results highlight the need to strengthen the attitudinal aspect in higher education environments where economic literacy is carried out, aiming to prepare students for their insertion into the workforce and their role as active citizens. Limitations of this study include the subjective self-report measurements used, which are susceptible to the effect of social desirability. This limitation hinders the extrapolation of the results in terms of attitudes into actual behaviour in the real world. Another limitation comes from the sampling method used (snowball) and sample size, which does not allow to generalize the results to the population. Drawing from both findings and limitations, suggestions for future research in the subject of economic literacy and related issues are outlined. [ABSTRACT FROM AUTHOR]

The author discusses the vulnerability of doctoral students. She mentions the lack of economic support for graduate students, how the relationship between student and advisor can be less than helpful or go bad altogether, and the responsibility of women's and gender studies departments to do better by their students.

Much of the literature on the consequences of natural disasters has focused on their physical and psychological ramifications. Few researchers have considered how the impacts of a natural disaster can influence academic achievement. This study analyses data collected from nearly 300 students at a mid-sized, private university in the northeast United States to determine if the effects of Cyclone Sandy in 2012 are associated with measures of academic achievement. The findings reveal that experiencing headaches after the event resulted in a higher likelihood of students suffering a loss of academic motivation. In addition, experiencing headaches and a loss of academic motivation were correlated with a lower grade point average (GPA) during the semester in which Sandy made landfall. However, the more direct effects of the superstorm, including displacement and a loss of power, did not have a significant bearing on academic achievement. Lastly, the paper examines the implications for higher education policy and future research. [ABSTRACT FROM AUTHOR]

Copyright of Contaduría y Administración is the property of Facultad de Contaduria y Administracion-Universidad Nacional Autonoma de Mexico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research shows that receiving loans, family contributions, and grants has implications for students both during and after college, but one key outcome has been overlooked: fields of study. Using data from the National Longitudinal Survey of Youth-1997 cohort (NLSY-97), this study is the first to assess how college funding is associated with first-term majors and course selection throughout college. I posit that funding sources effectively constrain students' fields of study, such that students choose majors and courses that align with their broader financial circumstances. As funding from loans increases, students are more likely to major in applied non-STEM fields (e.g., business, nursing) and less likely to be undeclared during the first term--particularly if students are from low- or middle-income families. Conversely, as funding from family contributions increases, students are more likely to be undeclared and less likely to major or take courses in applied non-STEM fields. Receiving grants bears little relation to students' major or course fields. These patterns suggest that funding sources entail distinct costs and benefits that may influence college student decision-making, and that fields of study are the product of multiple sources of inequality. [ABSTRACT FROM AUTHOR]

Copyright of Transformations in Business & Economics is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the extent of emergent, outstanding credit card debt among young adult college students and investigates whether any associations existed between this credit card debt and the characteristics of the communities in which these students grew up or lived. Using data ( N = 748) from a longitudinal survey and merging community characteristics measured at the zip code level, we confirmed that a community's unemployment rate, average total debt, average credit score, and number of bank branch offices were associated with a young adult college student's acquisition and accumulation of credit card debt. For example, a community's higher unemployment rate and lower number of bank branches were associated with a young adult college student's greater accumulated debt. Community characteristics had the strongest associations with credit card debt, especially after controlling for individual characteristics (i.e., a young adult college student's race and financial independence) and familial characteristics (i.e., their parents' income and parents' discussions of financial matters while growing up at home). The findings may help to understand the unique roles that communities play in shaping children and young adults' financial capability, and how communities can be better capacitated to support the financial goals of their residents. [ABSTRACT FROM AUTHOR]

This chapter describes the role of career decision-making self-efficacy, academic satisfaction, and institutional support in predicting Korean students' intent to persist in the Academic Credit Bank System. [ABSTRACT FROM AUTHOR]

The impact of financial stress on college students can range from psychological distress to adverse academic outcomes. The purpose of this study was to identify how resources and perceptions alter the amount of financial stress felt by college students and how this relates to academic achievement. Results from 2,236 Midwestern college students indicate that financial and life stressors, higher subjective financial knowledge, fewer financial resources, negative perceptions, and lower mastery are associated with higher financial stress. Financial stress was not associated with academic achievement, but financial stressors, objective financial knowledge, and financial resources were highly related to financial stress. Increasing available financial resources to students, in addition to providing opportunities to increase financial knowledge for students, would likely be associated with decreased stress and better academic achievement. [ABSTRACT FROM AUTHOR]

The current economic climate negatively affects college students’ ability to pay higher education costs. Rising costs, including tuition and living expenses, coupled with the decreased buying power of federal aid, may create financial difficulty for students. One consequence may be food insecurity. This article details the cross-campus partnership efforts of one university to establish a campus food pantry to serve students. The process of establishing a pantry including assessing food insecurity on campus, fund-raising, creating pantry policies, and recruiting and training volunteers are discussed. Lessons learned about pantry usage, and ways to improve operations are also presented. [ABSTRACT FROM PUBLISHER]

Rapid growth of online shopping activities in recent years has required careful identifications of key factors influencing consumers’ behaviors and attitudes toward online shopping. Identifying critical factors influencing online consumer behavior is very crucial for effective customer relationship management. It is very important that online sellers clearly understand critical factors influencing online customers’ shopping intention and take necessary actions accordingly. If identified and managed properly, those critical factors can provide competitive advantage to online sellers and also increase consumers’ satisfaction level and experiences with sellers’ website. This research investigated the attitudes toward online shopping of university students in Ankara, Turkey. Internet users’ interest, evaluation, trust, intention and concerns toward online shopping were assessed by conducting survey type research. Internet users’ concerns toward online shopping were assessed by considering financial issues, product quality issues, refund issues, product delivery issues, security issues and privacy issues. Findings of this study guide online retailers which factors to focus on in order to develop successful marketing strategies for online consumers. [ABSTRACT FROM AUTHOR]

The article focuses on a 4-day program Life after College Retreat for underrepresented college students. Topics discussed include need for development of students with financial needs and poor family history of college, creation of awareness and career preparation, planning for graduate schools, and searching for internships.

Stratification is a distinctive feature of competitive education markets that can be explained by a preference for good peers. Learning externalities can lead students to care about the ability of their peers, resulting in across-school sorting by ability. This paper shows that a preference for good peers, and therefore stratification, can also emerge endogenously from reputational concerns that arise when graduates use their college of origin to signal their ability. Reputational concerns can also explain puzzling observed trends including the increase in student investment into admissions exam preparation, and the decline in study time at college. (JEL I21, I23, I26, J24) [ABSTRACT FROM AUTHOR]

An essay is presented on the expansion of student debt-free higher education in the U.S. Topics discussed include the relationship between student debt and economic security, how state disinvestment orients public higher education towards the needs of rich students, and statistics on how student debt exacerbates wealth inequality.

As the UK sits on the verge of a major change in the financing of both universities and students, this study seeks to capture and analyse attitudes to money, borrowing and debt among contemporary young undergraduates. It reports findings from a qualitative study of 62 individuals in the second term of their first year at university, these being representatively sampled from volunteers across gender, social class, ethnicity and subject discipline. The semi-structured interview data was subjected to thematic analysis and this was used to derive a tentative typology of debt attitudes ranging from ‘debt-positive’ to ‘debt-angry’. The findings of this study suggest that student attitudes are more complex than assumed in some previous research and journalistic commentary, especially with respect to social class. Counterintuitively, many students from lower social-class backgrounds show a positivity about debt as a means of enabling them to access higher-level careers; this is consistent with admissions data following the 2006 increase in tuition fees and student indebtedness. More generally, the mainstream of student attitudes appears to fall between the ‘debt-savvy’ and ‘debt-resigned’ types, with students being relatively well-informed about repayment terms and accepting large-scale indebtedness as ‘normal’, with most students being ‘in the same boat’. The implications of these findings, the limitations of the study and future opportunities for research are discussed. [ABSTRACT FROM PUBLISHER]

National cultures are known to influence educational institutions and practices in many ways. It therefore seems reasonable to assume that drop-out from university is also influenced by differences in national cultures. In this article, we compare drop-out from Danish universities with drop-out from European universities. Based on Danish national culture (characterised by individualism, low power distance, femininity, and low uncertainty avoidance) and on the high level of economic support for students, we find that drop-out from higher education in Denmark as compared to most other European countries is less influenced by socio-economic factors and by the students' degree of social integration. Hence, our review of the research on drop-out identifies some differences that might rest on national cultural varieties. It also points to difficulties in comparing results from different research studies, not only in Denmark but also across Europe. This difficulty results from varieties in research designs and definitions of drop-out. [ABSTRACT FROM AUTHOR]

Among the professional public the following question has been discussed quite oft en: "Why are some individuals able to cope with a stressful situation even if they are subjected to highly stressful conditions during a certain concrete time and why do they come from it even strengthened in contrast to some individuals who are not able to cope with it? What helped these people? Does it deal with certain concrete factors? Human behaviour is not random. It is a result of internal and external factors actions together with experiences that the individual faced. By all means, the individual's personality plays an important role in it. Also selection of one of the parents, siblings or of another person from closer or larger surroundings as a behaviour pattern might play an important role. Many personalities got over the stigmata of their primary families and live tranquil adult lives. It is not a rule that all consequences of adverse living conditions disappear and we can say about a given person that he/she reached maturity as an adapted personality despite many adverse problems of life. What is the source of strength of healthy adult individuals who did not get conditions for their healthy development in their families, but were able to get over these problems in spite of these obstacles? [ABSTRACT FROM AUTHOR]

The retention of students presents a challenge to approved education institutions (AEIs) globally. Nursing student attrition is of particular concern owing to the high non-completion rates and financial costs. A survey approach was used in an AEI in the north of England to explore the views of five cohorts of pre-registration student nurses on factors influencing continuation. In total 594 questionnaires were distributed, of which 195 (32.8%) were completed; 52.3% of respondents had considered leaving. ‘Pull’ factors contributing to their decision to stay included support structures (academic/family/peer) and a determination to become a nurse. ‘Push’ factors, which had led students to consider leaving, included financial difficulties, personal pressures, poor placement experience and academic difficulties. The study identified key areas for AEIs to focus their efforts in optimising student retention: enhancing mechanisms supporting students around financial, personal, clinical and academic pressures, and developing curricula that celebrate the uniqueness and value of nursing. [ABSTRACT FROM PUBLISHER]

The article responds to the article "Renunciation as Pedagogy" by Vanessa R. Sasson in the same issue. Topics include the role of grades and grading in higher education, the social and economic conditions of college students, and the roles of feedback and editing in university and college classes. College student motivation is addressed in relation to learning.

We used the theory of planned behavior to hypothesize how economic poverty and perceived poverty predict college students' intention to start businesses. Based on the argument that entrepreneurial intention will be based on perception of both feasibility and desirability of a business venture, we tested whether or not people experiencing different types of poverty (the poor, the unsatisfied, and the complacent) have a different degree of likelihood of starting up a business. We collected data from a sample of 350 students in Bangladesh. Our results showed that the poor were the most likely to start a business after graduation, followed by the unsatisfied, and the complacent had the lowest score for probability of starting a business after graduation. Findings and implications of the study are discussed. [ABSTRACT FROM AUTHOR]

Massive Online Open Courses (MOOCs) present the potential to deliver high quality education to a large number of students. But they suffer from low completion rates. This paper identifies disorganization as a factor behind failure to complete a MOOC. Students who enroll one day late are 17 percentage points less likely to earn a certificate than students who enroll exactly on time. This reflects selection, but it does seem to be related to demographic characteristics, motivation to complete the course, or ability. This suggests that building in even more structure in the MOOC could be a factor in improving performance. [ABSTRACT FROM AUTHOR]

L'accès aux universités prestigieuses, les mieux classées et dotées de ressources, quoique peu étudié, représente une dimension additionnelle des inégalités en éducation au Canada. La théorie de l'inégalité maintenue efficacement (IME) soutient que les groupes favorisés vont dominer l'accès aux institutions les mieux classées peu importe le palier scolaire. Cet article teste cette hypothèse en utilisant les données uniques de milliers d'élèves du Conseil Scolaire Public de Toronto (TDSB) qui ont été suivis à partir de la neuvième année jusqu'à leur entrée dans un établissement postsecondaire. Ces données ont ensuite été associées aux données de classement des universités, de leur revenu, de leurs dépenses et de leurs fonds de dotation. Une série de modèles statistiques à niveaux multiples indique que l'entrée dans la hiérarchie universitaire ontarienne tend à refléter les inégalités dans l'accès général aux universités. Les femmes, les étudiants d'origine asiatique, et les étudiants issus des quartiers ayant des statuts socio-économiques élevés sont plus susceptibles d'entrer dans les universités les mieux classées et dotées de ressources; tandis que les étudiants qui s'identifient comme Noirs et hommes, sont moins susceptibles d'entrer dans ces institutions. Les avantages du statut socio-économique élevé et de l'origine asiatique sont seulement partiellement expliqués par les variables académiques comme variables médiatrices. Ceci suggère que le statut culturel joue un rôle dans l'élaboration du choix universitaire, alors que le sexe ainsi que les autres inégalités raciales sont dus en grande partie aux processus du parcours académique. Access to highly ranked, prestigious, and well-resourced universities represents an additional yet understudied dimension of educational inequality in Canada. The theory of effectively maintained inequality contends that advantaged groups will dominate access to the best-positioned institutions within any credential tier. This paper tests this hypothesis using unique data on thousands of Toronto District School Board students that were tracked from Grade 9 to their entry in Ontario postsecondary institutions, and then linked to data on university rankings, incomes, expenditures, and endowments. A series of multilevel models shows that entry into Ontario's university hierarchy tends to mirror inequalities in general access to universities. Female, Asian-origin, and students from higher socioeconomic neighborhoods are more likely to enter higher ranked and better resourced institutions, while students who self-identify as black and male are less likely to enter such institutions. High socioeconomic status and Asian-origin advantages are mediated only partly by academic variables, suggesting that status cultures play a role in shaping their university choices, while gender and other racial inequalities emerge largely through academic processes. [ABSTRACT FROM AUTHOR]

Universities are considered as the key engines of economies, particularly in the long term through their contribution to human capital accumulation and innovation. In the short run, their importance for host cities is mainly associated with the increase in the demand for goods and services. The origins of university impact assessment far the region date back to the 1970-ies, when the research carried out by Caffrey and lsaacs (1971) introduced and popularised a formal method of evaluating the economic impacts of the university This article is an empirical contribution, whose main objective is to quantify the amount and structure of local expenditures of students of the University of Economics in Bratislava. The research is based on data obtained through a questionnaire survey of 628 full-time students studying at the university in the city of Bratislava. The analysis shows that students have an average budget of around 259 Euro, of which they spend 208 Euro in Bratislava, and most of the amount on housing and food. Altogether, students from the UE spend about 1.5 million monthly in Bratislava, ofwhich the net contribution to the local economy accounts for 692,000 Euros. [ABSTRACT FROM AUTHOR]

We use the Chinese College Student Survey, conducted in 2010, to examine levels of poverty among students on China's campuses. With the poverty line defined as the college-specific expenditures a student needs to maintain a basic living standard on campus, we find that 22 per cent of college students in China are living in poverty. Poverty is more severe among students from rural or western parts of the country. With a targeting count error of more than 50 per cent, it is important that the college need-based aid programme be improved. Lacking other income sources, poor students rely heavily on loans and paid employment to finance their college education. [ABSTRACT FROM PUBLISHER]

Copyright of Revue Nouvelle is the property of Revue Nouvelle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Highlights: [•] We provide college cost and financial aid information to students in northwest China. [•] We use a cluster-RCT to see if this information impacts high school student outcomes. [•] The information intervention increases college attendance. [•] The intervention increases students’ chances of getting college financial aid. [•] The timing of financial aid information provision may impact student outcomes. [ABSTRACT FROM AUTHOR]

Universities have economic, social and cultural effect on cities where they are located. Particularly, expenditures of university students provide significant contribution to the economy of its city. This study focuses on Dumlupinar University students' contribution to Kütahya's economy in special and other fields in general. Overall, 3285 university students have been examined through a questionnaire that has 32 questions, in the context of the study. Students' demographic characteristics, income and spending habits have been searched in the survey. The findings suggest that, each student spends 495 TL a month in average, which contributes 15,072,750 TL/month in total to Kütahya's economy. [ABSTRACT FROM AUTHOR]

The students' attrition rates among students enrolled at SQU ranged between 6.8% (1998), 7.8% (1999), and 7.9% (2000). However, the drop-out rate at the Sultan Qaboos University is increasing gradually, and this increase represents a problem for the university that provides free education and financial aid for all male students coming from areas within 100 km of the campus, and free accommodation and meals for female students. The purpose of this paper is to examine the factors influencing students' attrition rates at SQU. To fulfill this goal, a questionnaire survey was developed to identify students' perceptions of withdrawal from education and the reasons behind it. The analysis of results concluded that academic factors were the main factors influencing students to leave SQU before completing their degree, followed by social and then financial factors. Current study has revealed that financial factors did not have a significant influence on students' attrition rates at SQU. There is a need for more research, including conducting interviews with students, to better understand attrition rates at SQU. [ABSTRACT FROM AUTHOR]

Background/Context: Over the past two decades, more than 200 studies have been published on the effects of community service learning on university students. However, the majority of these studies have focused on the effects of such programming on White and affluent college students, and few have considered whether there are differential effects for participants depending on their racial and ethnic backgrounds. This study considered these differential effects in both the academic and experiential components of such programming. Participants: This study compared the experiences of 244 White students and 118 students of color participating in a community service learning program at Beacon University (a pseudonym) during the 2008-2009 academic year. Intervention: The Social Action Program is a community service learning program sponsored by Beacon University's philosophy department that seeks to educate participating students about social injustice. The academic component of the program is a year long course that includes interdisciplinary readings from the humanities and social sciences as well as weekly lectures and a discussion section. Participating students also spend 10 hours each week for the entire academic year at one of approximately 50 different service placements focused on antipoverty efforts. Research Design: Mixed-methods research design involving quantitative analyses (analysis of covariance) of pre-post surveys and qualitative analyses of hour-long semistructured interviews. Results: Students of color participating in the community service learning program characterized the academic component of the program as offering a weaker sense of community than did their White classmates, and many expressed a reluctance to engage in race discussions with their classmates or to respond to perspectives they perceived as naïve, inaccurate, or offensive. Conclusions: Even university courses and programming explicitly designed to disrupt White privilege can inadvertently be normed to serve the interests, experiences, and learning goals of White students. Such reification of White privilege comes with a significant cost; the learning of all students is diminished when diverse perspectives are not fully represented or heard. [ABSTRACT FROM AUTHOR]

The acquisition of credit card debt by college students has long been a topic of concern. This study explores relationships among debt, undesirable academic behaviors and cognitions, and academic performance, through surveys of 338 students in a public university, replicating two past measures of credit card debt and creating new measures of students' delinquency, undesirable academic cognitions or behaviors, and academic performance. This study suggests that students' financial woes are related to how they allocate time and energy in college, as well as how well they perform in their classes and presumably how much they learn. This area has not been studied extensively, particularly in relation to impact on college persistence and graduation rates. Data are cross-sectional, so inferences of causality cannot be made; however, suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from 4-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in 2-year colleges have higher transfer rates to 4-year institutions; however, these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches. [ABSTRACT FROM AUTHOR]

This paper aims to find the degree of commitment to the goal of completing studies in higher education of students in the institution they are registered in. The study relies on a questionnaire-based survey, which was applied to students enrolled in the PractiPASS project. The questionnaire was applied to students from the University of Oradea, University of Bucharest, and "Aurel Vlaicu" University from Arad. The analysis was made starting from theoretical models from papers which had studied the same subject. The most important variables that were used for analysis are: student's integration (social and academic), financial resources, socio-economic background, organizational climate, specialization etc. Using these variables we tried to find differences between the engagement degree of students from the three Universities, and to find out some of the causes of dropping out. [ABSTRACT FROM AUTHOR]

This article argues that reforms of higher education finance for undergraduates in England introduced by the Blair government in 2006 provided a progressive strategy for achieving the central objectives of higher education of quality (better), access (wider) and size (larger). Reforms in 2012 are a not a strategy but a collection of ad hoc arrangements. They include the good (a higher fees cap, a higher interest rate on student loans, better information and improved support for part-time study), the bad (abolishing most taxpayer support for teaching in the arts and humanities and the social sciences, and raising excessively the threshold at which loan repayments start) and the unspeakable (abolishing Education Maintenance Allowances and AimHigher). The reforms are fiscally costly and hence perpetuate the central problem of capped student numbers, and will not stand the test of time. The concluding section outlines the next White Paper. [ABSTRACT FROM AUTHOR]

University tuition typically remains constant throughout the years of enrollment while delayed degree completion is increasingly a problem for academic institutions around the world. Theory suggests that if continuation tuition were raised, the probability of late graduation would be reduced. Using a regression discontinuity design on data from Bocconi University in Italy, we show that a 1,000 euro increase in continuation tuition reduces the probability of late graduation by 5.2% when the benchmark probability is 80%. This decline is not associated with an increase in the dropout rate or a fall in the quality of students performance. [ABSTRACT FROM AUTHOR]

This study examines how college students comprehend the disclosures in a credit card advertisement through two main perspectives: socialization and processing. The results reveal that socialization and processing influence college students' comprehension of the disclosures differently. In general, message involvement with the disclosures may enhance comprehension of the disclosures positively. However, college students' experiences in using a credit card, enhanced by information search and number of credit cards owned, may have an inverse and negative effect on comprehension of the disclosures. While female students tend to exhibit more experiences in using a credit card, male and female students comprehend the disclosures to the same degree. This also suggests that female students may be more susceptible to ignore the disclosures, whereas an attended and informed card user provides the best defense against costly mistakes in neglecting important disclosures in credit card solicitations. [ABSTRACT FROM AUTHOR]

Two studies examine age, gender, parental influence and materialism effects on consumers' credit card attitudes and behavior. Credit card commitment and use are greater among older adults than college students. Women outperform men in managing balances. Materialism heightens commitment, trust and use, but interferes with outstanding balance management. Parental influence can improve students' commitment, trust, use and balance management while discouraging overuse. Parental influence also mediates materialism's effect on trust and balance management. Overall, findings show college students are not more vulnerable than older adults to credit card abuse, but that students who are female, materialistic and with less parental influence are at more risk. [ABSTRACT FROM AUTHOR]

In February 2010, the Credit Card Accountability, Responsibility, and Disclosure (CARD) Act intervened in student credit card markets in a dramatic way, attempting to prevent student over-indebtedness, to end aggressive marketing to college students, and to reveal and change avaricious agreements between credit card issuers and colleges. Yet, two years after it became effective, we still have little measurement of whether the Act has accomplished these goals. This Article offers the first empirical assessment of the rationales for the CARD Act and the Act's effects. Over the two years since the CARD Act went into effect, I conducted surveys of more than 500 students at two different colleges. I also examined 300 agreements between issuers and college-related organizations, which the CARD Act made publicly available for the first time. Based on this survey and study, I found that many of the CARD Act's student and young consumer provisions have not affected credit markets in the ways the Act's proponents had hoped. Young consumers are still qualifying for credit cards without enough earned income to pay off the debt, and students are still reporting high levels of credit card marketing efforts aimed at the students. Most strikingly, the requirement that credit card companies disclose the secret agreements between issuers and colleges has caused virtually no change in the number of these agreements or their terms. [ABSTRACT FROM AUTHOR]

The number of university students who present an early indebtedness has increased in the last years, which represents a potential risk for his financial stability. This study examined validity factorial of the Scale of Attitudes toward the Indebtedness (Denegri et al., 1999) and determines the existence of profile attitudinal typology towards the indebtedness in a sample of 984 university Chilean students with ages between 18 and 25 years. The results indicate the presence of two independent factors named Hedonism and Austerity, from which four profiles of attitudes decided towards the indebtedness named: austere, diffuse, hedonistic and ambivalent those who might be to the base of his behaviors of acceptance or rejection of the indebtedness. [ABSTRACT FROM AUTHOR]

This study sought to predict economic locus of control from the background characteristics and personal dispositions of college students. Participants were a convenience sample of 236 Ugandan university students (males = 43.6%, females = 56.4%, Mean age = 23.80 years, SD = 4.29, lower SES =14.8%). They completed an economic locus of control that measures internal and chance/external aspects of own economic outcomes. They also completed an optimism scale, general locus of control measure and a causal attributions measure. Data was analyzed using stepwise multiple regression to predict economic locus of control from background characteristics and personal dispositions (i.e., optimism, general locus of control, causality beliefs). Internal economic locus of control was reliably predicted by being older, from middle SES, and high on generalised locus of control. Being female and having an internal locus negatively predicted belief in powerful others to influence own economic outcomes. [ABSTRACT FROM AUTHOR]

The article presents a case study of Okanagan University of British Columbia student rental housing experiences in the city of Kelowna in 2009. Subjects addressed include discussion of the importance and influence of student housing on local urban dynamics, an economic contextual background of the city of Kelowna, and student issues such as housing barriers, transportation, and landlord relations. Recommendations are then offered for improving the student housing of the city.