Predictive Effects on Transfer Student Success by Prior Academic Integration and by Social Integration PDF Download
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Author: Jacob Brownfield
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 204
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Book Description
The purpose of this dissertation was to determine predictive effects among the transfer GPA, the number of hours transferred, a remedial course taken pretransfer, the transferred completion percentage, the use of on-campus housing, participation in collegiate athletics, and participation in social clubs on transfer student success as measured by the post-transfer first semester GPA and graduating GPA of undergraduate transfer students at a private liberal arts university in Central Arkansas. The post-transfer number of semesters until graduation was included as a predictor variable for the fourth Hypothesis. Tinto's longitudinal model of student departure served as the theoretical framework, and the sample for this quantitative, regression analysis were the GPAs from 178 transfer students who graduated with a bachelor's degree. Data were stored in the university's SIS system, Banner 9, and were retrieved using Argos Report Generator Version 5.4.1. Hypotheses 1-4 were analyzed using a multiple regression, and the transfer GPA and participation in social clubs variables were removed from their models due to multicollinearity. The results revealed that the predictive models for Hypotheses 1, 2, and 4 were statistically significant. The number of hours transferred and transferred completion percentage were significant positive predictors of both criterion variables, and a remedial course taken pretransfer was a significant negative predictor of both criterion variables. Participation in collegiate athletics and the post-transfer number of semesters until graduation were significant negative predictors of the graduating GPA. Results may assist administrators with transfer enrollment decisions or placement into preventative academic success programs.
Author: Jacob Brownfield
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 204
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Book Description
The purpose of this dissertation was to determine predictive effects among the transfer GPA, the number of hours transferred, a remedial course taken pretransfer, the transferred completion percentage, the use of on-campus housing, participation in collegiate athletics, and participation in social clubs on transfer student success as measured by the post-transfer first semester GPA and graduating GPA of undergraduate transfer students at a private liberal arts university in Central Arkansas. The post-transfer number of semesters until graduation was included as a predictor variable for the fourth Hypothesis. Tinto's longitudinal model of student departure served as the theoretical framework, and the sample for this quantitative, regression analysis were the GPAs from 178 transfer students who graduated with a bachelor's degree. Data were stored in the university's SIS system, Banner 9, and were retrieved using Argos Report Generator Version 5.4.1. Hypotheses 1-4 were analyzed using a multiple regression, and the transfer GPA and participation in social clubs variables were removed from their models due to multicollinearity. The results revealed that the predictive models for Hypotheses 1, 2, and 4 were statistically significant. The number of hours transferred and transferred completion percentage were significant positive predictors of both criterion variables, and a remedial course taken pretransfer was a significant negative predictor of both criterion variables. Participation in collegiate athletics and the post-transfer number of semesters until graduation were significant negative predictors of the graduating GPA. Results may assist administrators with transfer enrollment decisions or placement into preventative academic success programs.
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: Yi-Jiun Pan
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 320
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Book Description
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: Thomson Joseph Ling
Publisher:
ISBN:
Category :
Languages : en
Pages : 170
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Book Description
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: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422
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Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: Terence Hicks
Publisher: University Press of America
ISBN: 0761862706
Category : Social Science
Languages : en
Pages : 273
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Book Description
College Student Self-Efficacy Research Studies offers three uniquely designed sections that provide a unique mixture of research studies conducted on African American, Mexican American, and first-generation college students. This book explores a variety of factors affecting a diverse group of college students including institutional commitment, college adjustment, and social and academic self-efficacy barriers.
Author: Rita M. Cepeda
Publisher:
ISBN:
Category :
Languages : en
Pages : 312
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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: John N. Gardner
Publisher: Taylor & Francis
ISBN: 1000978516
Category : Education
Languages : en
Pages : 348
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Book Description
Co-published with At last there is a handbook that everyone in higher education can use to help increase transfer student success. This comprehensive resource has been brought together to meet the need for a truly holistic approach to the transfer experience. The book brings together research, theory, practical applications, programmatic illustrations, case studies, encouragement, and inspiration, and is supplemented by an online compendium for continual updates of resources, case studies, and new developments in the world of transfer.Based on a totally different way of thinking about, understanding, and acting to increase transfer student success, The Transfer Experience goes far beyond the traditional, limited view of transfer as a technical process simply about articulating credits, a stage of student development, or a novel enrollment management strategy. Rather, the book introduces a stimulating array of new perspectives, resources, options, models, and recommendations for addressing the many needs of this huge cohort – making the academic, civic, and social justice cases for improving transfer at both transfer-sending and transfer-receiving institutions.
Author: Yvette Carney Galloway
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 410
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Book Description
