How College Freshmen Communicate Student Academic Support: A Grounded Theory Study

Abstract

This grounded theory study was designed to generate theory to understand how student academic support is communicated between students during the freshmen transition. No literature exists on the process of how students informally communicate support for academics during the college transition. The diary–interview method was utilized with college freshmen and analyzed using a constant comparative method. A theoretical model was developed describing causal, contextual, and intervening conditions influencing academic support strategies. The results of student support and implications of the developed model are addressed.

Keywords:

• Student Support
• Academic Support
• Student Retention
• Support Process
• Freshmen Transition

Portions of an earlier draft were presented at the 2004 National Communication Association annual meeting, Chicago, IL.

Portions of an earlier draft were presented at the 2004 National Communication Association annual meeting, Chicago, IL.

Notes

Portions of an earlier draft were presented at the 2004 National Communication Association annual meeting, Chicago, IL.

Additional information

Notes on contributors

Blair Thompson

Blair Thompson (Ph.D., University of Nebraska–Lincoln, 2007) is an Assistant Professor in the Department of Communication at Western Kentucky University