Delia Saenz | Arizona State University (original) (raw)
Papers by Delia Saenz
The Journal of Higher Education, Jun 24, 2021
ABSTRACT Why do college students persist with their education, especially when facing challenges?... more ABSTRACT Why do college students persist with their education, especially when facing challenges? We answer this question by exploring the complexities surrounding college student retention, using the organizational research lenses of job embeddedness, normative pressures, and the unfolding model of turnover. We first developed a college embeddedness scale and adapted a measure of normative pressures on college persistence. Then, we surveyed 287 first-year students from a broad range of racial and ethnic groups to understand their re-enrollment intentions and behavior. We found a positive relationship between re-enrollment intentions and normative pressures. Additionally, both college embeddedness and normative pressures predicted actual re-enrollment. Next, we examined how these forces interact with critical events (shocks) that prompt students to contemplate leaving, finding that college embeddedness and normative pressures mitigated the impact of shocks on re-enrollment intentions. Theoretical and practical implications are discussed, including the utility of job embeddedness theory for identifying heretofore neglected forces underlying college student retention.
American Psychological Association eBooks, 1994
Abstract 1. elaborate on 2 stressors that are putatively unique to ethnic minority workers [ie, i... more Abstract 1. elaborate on 2 stressors that are putatively unique to ethnic minority workers [ie, in-group–out-group proportions and prejudice and discrimination]/discuss the moderating role of social support on stress/present findings from a survey we conducted to examine ...
Social Cognition, Mar 1, 1994
... Distinctive persons, by definition, attract disproportionate attention (Kanter, 1977; Lord &a... more ... Distinctive persons, by definition, attract disproportionate attention (Kanter, 1977; Lord & Saenz, 1985; Saenz & Lord, 1989; Taylor, Fiske, Etcoff, & Ruderman, 1978). Under certain conditions, this heightened ... Correspondence should be sent to: Delia S. Saenz, Dept. ...
Journal of Experimental Social Psychology, Nov 1, 1987
Oncology Nursing Forum, Feb 28, 2012
Developmental Psychology, Mar 1, 2011
American Journal of Community Psychology, Jun 27, 2009
SAGE Publications, Inc. eBooks, 1995
Journal of Personality and Social Psychology, 1985
Historically, women and minority group members have been underrepresented in the professions and ... more Historically, women and minority group members have been underrepresented in the professions and in better paying, high-status jobs. Even when they have been admitted to such positions, these underrepresented persons often have been the only member of their social category: a token. Previous field and laboratory research has shown that "tokens" attract disproportionate attention and are either evaluated unfairly or evaluated on the basis of their normal reactions to differential treatment by majority group members. We tested the possibilities of whether tokens might suffer more cognitive deficits than would nontokens, and whether they do so even when they are treated no differently. College students were led to believe that they were sharing their views on everyday topics with three other students (actually videotaped confederates), who were either all of the student's own sex or all of the opposite sex. In a later memory test, token participants remembered fewer of the opinions that they and the three other students had expressed than did nontokens. Observers, in contrast, remembered more of what token subjects said than what the three other students said. Theoretical and public policy implications are discussed.
Springer eBooks, 1992
For three decades, psychologists and educators have struggled to understand why children often fa... more For three decades, psychologists and educators have struggled to understand why children often fail to generalize a newly trained skill to new contexts (Borkowski & Cavanaugh, 1979). Early research attempted to provide direct strategy instruction to ameliorate performance deficiencies. Although positive effects following strategy instruction were relatively easy to produce, performance gains were generally small, transient, and restricted to tasks similar to those encountered during training. A second wave of research—guided by metacognitive theory—focused on enhancing strategy generalization through (1) providing repeated practice with instructed strategies, (2) using multiple problem types, (3) informing children why strategies are useful, (4) asking children to contrast their performance using different strategies, and (5) teaching self-control procedures (e.g., planning, monitoring, checking). Instructional programs built around these principles were ambitious and theoretically-driven, and they generally highlighted the importance of metacognitive processes (Pressley, Borkowski, & Schneider, 1990). The rationale was that strategies must become integrated into a coherent metacognitive network and guided by self-regulatory processes in order to become stable and generalizable.
Journal of Early Adolescence, Jun 16, 2009
Journal of Personality and Social Psychology, 1989
The Journal of Higher Education, Jun 24, 2021
ABSTRACT Why do college students persist with their education, especially when facing challenges?... more ABSTRACT Why do college students persist with their education, especially when facing challenges? We answer this question by exploring the complexities surrounding college student retention, using the organizational research lenses of job embeddedness, normative pressures, and the unfolding model of turnover. We first developed a college embeddedness scale and adapted a measure of normative pressures on college persistence. Then, we surveyed 287 first-year students from a broad range of racial and ethnic groups to understand their re-enrollment intentions and behavior. We found a positive relationship between re-enrollment intentions and normative pressures. Additionally, both college embeddedness and normative pressures predicted actual re-enrollment. Next, we examined how these forces interact with critical events (shocks) that prompt students to contemplate leaving, finding that college embeddedness and normative pressures mitigated the impact of shocks on re-enrollment intentions. Theoretical and practical implications are discussed, including the utility of job embeddedness theory for identifying heretofore neglected forces underlying college student retention.
American Psychological Association eBooks, 1994
Abstract 1. elaborate on 2 stressors that are putatively unique to ethnic minority workers [ie, i... more Abstract 1. elaborate on 2 stressors that are putatively unique to ethnic minority workers [ie, in-group–out-group proportions and prejudice and discrimination]/discuss the moderating role of social support on stress/present findings from a survey we conducted to examine ...
Social Cognition, Mar 1, 1994
... Distinctive persons, by definition, attract disproportionate attention (Kanter, 1977; Lord &a... more ... Distinctive persons, by definition, attract disproportionate attention (Kanter, 1977; Lord & Saenz, 1985; Saenz & Lord, 1989; Taylor, Fiske, Etcoff, & Ruderman, 1978). Under certain conditions, this heightened ... Correspondence should be sent to: Delia S. Saenz, Dept. ...
Journal of Experimental Social Psychology, Nov 1, 1987
Oncology Nursing Forum, Feb 28, 2012
Developmental Psychology, Mar 1, 2011
American Journal of Community Psychology, Jun 27, 2009
SAGE Publications, Inc. eBooks, 1995
Journal of Personality and Social Psychology, 1985
Historically, women and minority group members have been underrepresented in the professions and ... more Historically, women and minority group members have been underrepresented in the professions and in better paying, high-status jobs. Even when they have been admitted to such positions, these underrepresented persons often have been the only member of their social category: a token. Previous field and laboratory research has shown that "tokens" attract disproportionate attention and are either evaluated unfairly or evaluated on the basis of their normal reactions to differential treatment by majority group members. We tested the possibilities of whether tokens might suffer more cognitive deficits than would nontokens, and whether they do so even when they are treated no differently. College students were led to believe that they were sharing their views on everyday topics with three other students (actually videotaped confederates), who were either all of the student's own sex or all of the opposite sex. In a later memory test, token participants remembered fewer of the opinions that they and the three other students had expressed than did nontokens. Observers, in contrast, remembered more of what token subjects said than what the three other students said. Theoretical and public policy implications are discussed.
Springer eBooks, 1992
For three decades, psychologists and educators have struggled to understand why children often fa... more For three decades, psychologists and educators have struggled to understand why children often fail to generalize a newly trained skill to new contexts (Borkowski & Cavanaugh, 1979). Early research attempted to provide direct strategy instruction to ameliorate performance deficiencies. Although positive effects following strategy instruction were relatively easy to produce, performance gains were generally small, transient, and restricted to tasks similar to those encountered during training. A second wave of research—guided by metacognitive theory—focused on enhancing strategy generalization through (1) providing repeated practice with instructed strategies, (2) using multiple problem types, (3) informing children why strategies are useful, (4) asking children to contrast their performance using different strategies, and (5) teaching self-control procedures (e.g., planning, monitoring, checking). Instructional programs built around these principles were ambitious and theoretically-driven, and they generally highlighted the importance of metacognitive processes (Pressley, Borkowski, & Schneider, 1990). The rationale was that strategies must become integrated into a coherent metacognitive network and guided by self-regulatory processes in order to become stable and generalizable.
Journal of Early Adolescence, Jun 16, 2009
Journal of Personality and Social Psychology, 1989