"It's a Whole New World": A Qualitative Exploration of College Students' Definitions of and Strategies for College Success

Journal of College Student Development, Mar/Apr 2008 by Yazedjian, Ani, Toews, Michelle L, Sevin, Tessara, Purswell, Katherine E

Consistent with Harper's (2005) findings, students reported a number of additional strategies that contributed to their success. These strategies included attending class regularly, taking classes with friends, sharing class notes, participating in study groups, reading before class, and meeting with professors or teaching assistants. To illustrate, Diego discussed the importance of attending class when he noted that "there is a direct correlation between good grades, or better grades, when you go to class more." In addition, Parker described the value of participating in study groups. "I always try to study with someone. I actually think it's easier when I have to teach them stuff, for me to learn it . . . because I have to understand it to explain it to them." Parker's statement highlights how students utilized their social relationships to facilitate their academic success.

Although students reported numerous strategies they believed would help them be academically successful, when prompted further, many responded that they did not necessarily employ those strategies. For example, Maricella reported:

I do know what it takes, and I probably don't do it as much as I should. I don't read as much. It all depends on the teacher, like the teaching style. If someone will be like, "Oh, I'm just basing the test on the notes," then I'll go over the notes. . . . And I don't read, even though it's a helpful tool, reading the books, and ... I know what it takes and I don't always do what it should take to get that grade.

Similarly, although Deanna realized the importance of reading before class, she stated that she did not always do so because "there's so much reading in college." She continued by explaining her instructors

want the chapter read before you come to class, and I've done that a few times, and then I understand what the professor's talking about. Most of the time, I'm just taking notes and I'm just like, I'll figure it out later.

Although Maricella and Deanna's statements revealed their understanding of the effectiveness of these strategies, they also indicated that they did not employ them consistently.

When asked why they did not consistently employ strategies that they knew would be effective, students discussed the Internet and friends as factors that distracted them. Specifically, Blackboard, an Internet-based course management system enabling instructors to manage and deliver course materials online, and Facebook, a social networking website developed to provide college students with an opportunity to get to know other people on their campus, were two Internet sites that were frequently mentioned by students in the focus groups. To illustrate, Allison stated, "You should be on the computer doing your homework. You know, you check Blackboard. 'Let me check Facebook really quick. Oh, six new messages. Well let me just reply.'" Deanna also described how she was easily distracted by the Internet:

I've got so much to do tomorrow. But if I'd just use those times, I would have got it done. I don't know why. It's just those times, I'm like, "Oh, I'll check my e-mail, although I've checked it 10 minutes ago." And I'll see what's up on Facebook, or journal, or all that kind of stuff. And they're such time wasters.