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Category :
Languages : en
Pages :

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Academic self-efficacy, academic integration, social integration, and persistence among first-semester community college transfer students at a four-year institution.

Author: Luisa M. Havens
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 242

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This study was conducted at a medium-sized, residential, Research II, land-grant institution located in the inland Pacific Northwest region of the United States. The study population consisted of sixty freshmen admitted provisionally (did not meet the regular academic admission criteria) for the fall 2005 semester. The data were collected using three survey instruments containing two scales, the Perceived Academic Self-Efficacy Scale (PASES) and the Academic Integration Scale (AIS). Two logistic regression models, one with pre-entry variables, and another with post-entry variables were calculated to determine if any of the subject variables in the models predicted student persistence into the sophomore year. The pre-entry model containing four variables (ACT composite score, high school GPA, ethnicity, and first generation status) correctly classified 63.3% of the cases. The post-entry model considered four variables: academic major status, CAMP program participation, total credits attempted and cumulative GPA. The model correctly classified 81.7% of the cases. There were significant differences (z[barbelow]=- 2.896, p[barbelow]=.004.) in the mean scores of the perceived self-efficacy index between the first and second administration of the PASES for the sixteen students who completed both instruments. The relationship between participants' perceived academic self-efficacy, as measured by the second administration of the PASES, and their level of academic integration, as measured by the first administration of the AII, was explored using Spearman's Rank Order Correlation. There was a strong positive correlation between the two indexes, r=.579, n=16, p=

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534

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Author: Gregory Martin Bouck
Publisher:
ISBN:
Category :
Languages : en
Pages : 390

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American students are increasingly beginning higher education pursuits at community colleges before transferring to four-year universities. The purpose of this study was to identify differences in persistence rates between those students who participated in a transfer transition program and those who did not. The researcher adopted a mixed-methods modified replication research design that utilized the quantitative methodology of the original study being replicated, and extended findings with individual perspectives gained through qualitative inquiry. The study examined one cohort of community college transfer students who matriculated at a four-year university in the fall of 2010. Findings revealed that participation in the transition program investigated in this study had seemingly little effect on the persistence rates of transfer students. However, the study identified factors beyond transfer transition program participation that influenced student persistence. Personal interviews of community college transfer students revealed that precollege characteristics, academic integration, and social involvement and their related concepts of relationship building, course design, and learning communities each aided in student retention and persistence. Institutions of higher learning may utilize these findings in an effort to increase transfer student persistence.

Author: Tara Morlando Zurlo
Publisher:
ISBN:
Category : College credits
Languages : en
Pages : 186

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Book Description
The pathway for community college students to transfer vertically into four-year institutions to complete a bachelor's degree was designed nearly a century ago, yet it remains plagued by the same structural problems, such as confusing admissions processes, lack of transparent advising resources, and unrealistic time-to-degree demands without guidance (Handel & Williams, 2012). These transfer pathways have been built upon cognitive variables and provide minimal insight into the role non-cognitive qualities play in vertical transfer students' first-semester academic performance and social integration. This quantitative non-experimental study examined the relationship between 405 vertical transfer students' self-reported grit, academic performance, and social integration during their first semester of enrollment in a four-year college or university. The students are referred to in the study as the VTR cohort. Following analysis of the cohort's Short Grit Scale (Grit-S) surveys, along with academic performance and social integration data retrieved from the study site's Ellucian Banner, Canvas, and OrgSync platforms, the data provided clear conclusions to the research questions. Except for a weak statistically significant negative correlation between students' grit and missing assignments in Canvas, one of the variables defining the VTR cohort's academic performance, there was no statistically significant relationship between grit and the cohort's academic performance or social integration and no difference in grit scores based upon grade point average (GPA) performance above or below 2.00. The study findings suggest that vertical transfers demonstrate the capacity to successfully complete an associate degree, and therefore are "gritty" upon entrance into a four-year institution. Strayhorn's (2008) research demonstrated a positive association between grit and achievement, which serves to support the lack of such a relationship in this study. Furthermore, vertical transfer students may opt not to formally engage with structured social integration platforms and services within four-year institutions, but the absence of formal engagement does not correlate with students' low grit scores or any significant reduction in their academic performance. Based upon these conclusions, the researcher recommends the study site and the field of higher education continue to examine the non-cognitive variables and practices that may impact the transfer pathway, both for vertical transfers and for the 13 other subsets within the transfer population (Handel & Williams, 2012). Conclusively, further qualitative research is suggested to explore the personal experiences of vertical transfer students during their transition into four-year institutions.

Author: Thomson Joseph Ling
Publisher:
ISBN:
Category :
Languages : en
Pages : 170

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Research has suggested that transfer students experience difficulty in many domains however limited research has examined the variables associated with transfer student success. The present study examined transfer student success using a sample of 163 first-year transfer students at a large mid-Atlantic university. The mean age of the participants was 20 years, ranging in age from 18 to 33 years old. More than half of the participants were women, approximately half of the participants identified as White, one fifth of the participants identified as African American, one fifth as Asian, approximately 4% as Hispanic, and the rest as International or Other. Half of the participants indicated they transferred from a two-year institution and half indicated they transferred from a four-year institution. Independent variables examined were academic self-efficacy, career self-efficacy, and sense of belonging/social integration. Transfer student success was assessed through academic performance, psychological functioning, and career functioning. All variables except academic performance were assessed using survey data. Academic performance variables were assessed from student records. Using canonical correlation, two patterns of associations were found to explain transfer student functioning in a new institution. The two canonical variates suggested that patterns of transfer student experiences could be categorized in career development terms. The achievement pattern differed from moratorium in that the pattern of experiences was associated with feeling connected to faculty and valuing their friendships in college. On the other hand, the moratorium pattern differed from the achievement pattern in that peer and faculty interactions were not as important and the pattern of experiences suggested need for information about career options and themselves. Moreover, the pattern related to moratorium showed no association with confidence in career decision-making tasks. This study is one of the first to examine the transfer student experience in-depth independent of native students. While this study begins to address the complex story of success in transfer students, additional research is still needed. Replication should occur at colleges and universities of different sizes and in different locations. These findings, if replicated, suggest that counselors should provide differing interventions with transfer students to influence different pattern of experiences. Appended are: (1) Description of What Will Be Covered in the Introduction; (2) Demographic Form; (3) Institutional Integration Scale (IIS); (4) Self-Efficacy for Broad Academic Milestones Scale (SE-Broad); (5) Career Decision Self-Efficacy Scale--Short Form (CDSES); (6) College Self-Efficacy Instrument (CSEI); (7) Occupation Identity Scale of the Extended Version of the Objective Measures of Ego Identity Status (EOM-EIS); (8) Center for Epidemiologic Studies Depression Scale (CES-D); (9) Rosenberg Self-Esteem Scale (RSE); (10) Commitment to Career Choices Scale (CCCS); (11) Participant Raffle Form; (12) Debriefing Form; (13) Informed Consent Form; and (14) Notification of Gift Certificate. (Contains 3 tables and 1 figure.) [M.A. Thesis, University of Maryland, College Park.].

Author: Yi-Jiun Pan
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 320

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For the past several decades, factors leading to success in postsecondary education have been a target of investigation by psychologists and psychological and educational researchers. Tinto's integration theory (1975, 1987, 1993) is a dominant sociological perspective in studying college student success, especially student persistence. Academic integration and social integration are the two core concepts in his theoretical framework. According to this framework, the better students academically and socially integrate into college systems, the more likely they experience success in college. The main purpose of this study was to examine the effect of academic integration and social integration on college student success by employing systematic review and meta-analysis techniques. The results indicated that academic integration and social integration have a positive relationship with each other and with college student commitment and success. Compared to academic integration and social integration, commitment has a larger relationship with college student success however. The conceptualization of commitment in the studies is the moderator of effects such that measures of institutional commitment yielded larger effects than did measures of goal commitment. As for the student success behaviors, academic integration and social integration have larger effects on student persistence than student academic performance. In general, Tinto's theory could be applied equally to students in both two year and four year institutions. However, the relationships were stronger in two year than in four year institution, although only statistically significantly so for two of the six tested paths. The patterns of influences were somewhat different between two-year and four-year institutions. The results of this review could help student affairs practitioners to identify which components of Tinto's theory are more important and focus their resources on the target programs. Further, the somewhat different results of two-year and four-year institutions remind student affairs to understand their student populations when they create programs and policies to support student success.

Author: Dimpal Jain
Publisher: MSU Press
ISBN: 1628953829
Category : Education
Languages : en
Pages : 188

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Book Description
Currently, U.S. community colleges serve nearly half of all students of color in higher education who, for a multitude of reasons, do not continue their education by transferring to a university. For those students who do transfer, often the responsibility for the application process, retention, graduation, and overall success is placed on them rather than their respective institutions. This book aims to provide direction toward the development and maintenance of a transfer receptive culture, which is defined as an institutional commitment by a university to support transfer students of color. A transfer receptive culture explicitly acknowledges the roles of race and racism in the vertical transfer process from a community college to a university and unapologetically centers transfer as a form of equity in the higher education pipeline. The framework is guided by critical race theory in education, which acknowledges the role of white supremacy and its contemporary and historical role in shaping institutions of higher learning.

Author: Anousheh Shayestehpour
Publisher:
ISBN:
Category :
Languages : en
Pages : 114

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Through in-depth interviews and written reflections, this study investigated how community college transfer students at a large, public, four-year, research university developed social connections with their in-class peers, their perceptions of how these social connections influenced their resilience, and the role of the institution in peer-to-peer social connection making. Research suggested that transfer students who experience a sharp drop in GPA during their first-term at the university, a phenomenon known as transfer shock, were more likely to drop out if the dip was not corrected within the next academic term (Hills, 1965). Transfer students who developed social connections and a sense of belonging to their new institution during their first term were more likely to perform better in their coursework and avoid transfer shock. Current literature on the social integration of community college transfer students focused on formal interventions such as orientations and mentorship programs, or student participation in university extra-curricular activities including events or clubs. This study uncovered how social connections between community college transfer students formed outside of participation in extra-curricular activities in order to address the limitations of this typically commuter population. This dissertation presented findings based on the personal stories of six male and six female community college transfer students who were commuters between the ages of 19-26, representing both STEM and non-STEM majors. This study found that peer-to-peer social connections formed outside of extra-curricular activities were established primarily in or around the classroom. The participant narratives confirmed social connections to native and transfer student classmates played a positive role in their transition within and to the four-year university. Such social connections provided access to shared academic resources and unique navigational capital which supported participant resilience (academic and emotional persistence over time leading to on-time graduation). The institution was perceived as having facilitated the development of peer-to-peer social connections when academic programs were designed so that students were likely to share multiple classes in the same term and/or when collaborative work was integrated into course curriculum. This dissertation concluded with recommendations for four-year institutions on the ways in which the classroom can serve as an effective and supportive environment for peer-to-peer social connection making.

Author: Michele S. Maddox
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 262

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Book Description