Doctor of Philosophy (PhD)
Educational Psychology & Higher Education
First Committee Member
Vicki J. Rosser
Second Committee Member
Third Committee Member
Fourth Committee Member
Number of Pages
The college preparedness of first-year, first-semester, undergraduate students was researched and analyzed in this study. The research entailed a purposeful selection of 10 first-year, first-semester, undergraduate student participants that transitioned into a four-year public university, University of Nevada, Las Vegas (UNLV), from a Nevada public high school. Participants who graduated from a Nevada public high school were chosen because Nevada exhibits low-performing K-12 public education trends. Using qualitative methods (i.e., a phenomenological approach), students were interviewed using semi-structured and open-ended interview questions. The interviews were used to ascertain student participants’ perceptions of their academic lived experiences transitioning from high school to college. The research presents two key findings. The transition from high school to college is a dichotomous experience comprising of both self-efficacy and autonomy and emerging as positive and negative.
College Preparedness; First-Semester; Sociocultural; Transition; Undergraduate
Education | Higher Education Administration
Florence, Kimberly Marie, "Understanding College Preparedness of First-Semester College Students" (2017). UNLV Theses, Dissertations, Professional Papers, and Capstones. 2972.