Academic and Social Integration of Community College Transfer Students in a Four-year Independent College PDF Download
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Author: Michele S. Maddox
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 262
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Book Description
Author: Michele S. Maddox
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 262
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Academic self-efficacy, academic integration, social integration, and persistence among first-semester community college transfer students at a four-year institution.
Author: Yvette Carney Galloway
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 410
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Book Description
Author: Bethany D. Meighen
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 156
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Book Description
Author: Carolina Castillo
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 132
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Book Description
This dissertation tested the constructs of academic and social involvement and adjustment on grades as a pathway to explain community college transfer student experiences beyond the concept of transfer shock. The study contributes to the growing body of literature on Latina(o) community college transfer student experiences with the application of conventional theories of student involvement at a traditional, highly diverse institution. The presence of transfer shock was examined as well as the degree to which the community college transfer student involvement model helped to explain student persistence, as defined by GPA. It was hypothesized that Latina(o) student involvement in social and academic activities would positively contribute to persistence. Factorial analysis of variance was used to test the relationship between two key variables: social and academic involvement and four independent variables: race/ethnicity, age, major, and gender. The analyses focused on seven research questions that examined the relationship between these variables and were conducted with two groups: the total sample of 517 students and a sub-sample of 75 Latina(o) students. The results of the study confirmed that the community college transfer student involvement pathway worked for the large sample. However, the pathway was not a good fit for explaining Latina(o) student involvement experiences. The student engagement construct is reviewed as a better fit for studying underrepresented transfer students' higher education experiences. Limitations of the study are discussed including implications for practice and recommendations for future research.
Author: Vaughn Nicholas Toland
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 76
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Author: Vaughn Toland
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838386522
Category :
Languages : en
Pages : 64
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Book Description
This research study was conducted to find out more about the factors that affect the integration of, specifically, community college transfer students at a large, urban four-year college. Three focus groups were conducted to gain insight into transfer student experiences and to determine what factors influence their integration at the college. The information and experiences they shared led to the development of the following main themes: negotiation, connecting, and student initiative. In addition, the students in the study offered advice on what services could be provided to better integrate them into the college.
Author: Rita M. Cepeda
Publisher:
ISBN:
Category :
Languages : en
Pages : 312
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Book Description
Author: California. Legislature. Senate. Select Committee on Higher Education Admissions and Outreach
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 122
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Author: Brooke Lindsey Strahn-Koller
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 93
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Book Description
The purpose of this study was to explore whether traditional and nontraditional students who transferred from 2-year to 4-year institutions experienced differences in transfer shock, academic integration, and social integration. A substantial body of knowledge comparing transfer students to native students on transfer shock exists, while only a few qualitative studies have focused on how transfer students experience academic and social integration at the transfer institution. Further, the major studies examining transfer student behavior group all transfer students into a single category by the one thing they share in common- a transition experience. Due to the increasing numbers and diversity of transfer students it is important to examine how their unique characteristics influence transfer and subsequent integration into their new environment. The sample for this study was taken from the Beginning Postsecondary Students Longitudinal Study (BPS: 04/09). The large, nationally representative data set was filtered to include only students who transferred from 2-year institutions to 4-year institutions, creating a much smaller sample of students. The main independent variable in the analyses was age. For this study traditional students were defined as those less than 24 years of age, while nontraditional students were those 24 years or older. Linear regression was used to examine whether traditional and nontraditional students experienced differences in transfer shock, level of academic integration, and level of social integration following transfer. The findings from this study suggest that there is no relationship between age and transfer experiences. Further research is necessary to determine whether the absence of a relationship truly exists or whether the small sample size in this analysis influenced the outcome.
