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1.
ABSTRACT

Two‐year public colleges are known to experience the lowest retention rates of all colleges and universities. In addition, the lowest rate of consecutive‐term retention within the two‐year college occurs from students’ first to second term. The literature on factors related to retention in two‐year colleges, however, is strikingly inconclusive. The purpose of this study was to determine demographic and academic factors associated with first‐to‐second‐term retention at a regional campus of a two‐year public technical institution. The interaction between these factors was also studied. Those demographic variables found to be significantly related to retention included educational objective, full‐time/part‐time enrollment status, employment status, and age. The only academic factor found to be related significantly to retention was first‐term GPA. No significant interaction effects between these variables were found. A list of target groups for retention strategies was developed from the results of the study.  相似文献   

2.
This study presents an in‐depth meta‐analysis of transfer shock, the grade point average (GPA) drop experienced by many community college transfer students. The purpose of the study was to identify all possible studies dealing with transfer shock and to report the magnitude of GPA change from the last quarter or semester at the community college to the end of the first quarter or semester at the senior institution. The study also researched the amount of recovery of GPA obtained by the community college transfer students at the 4‐year institution.

The search revealed 62 studies that reported the magnitude of GPA change. The studies showed that although community college transfer students in 79% of the studies experienced transfer shock, the majority of the magnitude of GPA change was one half of a grade point or less.

Of the studies that showed that community college transfer students experienced transfer shock, 67% reported that students recover from transfer shock, usually within the first year after transfer. Significantly, 34% of these studies showed community college transfer students recovered completely from transfer shock, 34% showed nearly complete recovery, and 32% showed partial recovery.

Because admission criteria for community college transfer students are based almost solely on academic performance, it is important for admissions personnel to consider the GPA recovery phenomenon in the decision process, not just the transfer‐shock phenomenon.  相似文献   

3.
This paper reports the results of a study comparing college freshmen with learning disabilities (LD) and freshmen with no learning disabilities (NLD). Four data collections over one academic year were completed on a total of 72 students (LDn=39; NLDn=33). Results of the study indicated differences between groups in their initial choice of living accommodations and in the changes made over the year: the overall trend was for students with LD to become more dependent on their families, while students with NLD were becoming less dependent on their families. With regard to academics, students with LD reported spending significantly less time in study and course preparation, as well as greater pessimism about success in coursework. Despite their pessimism, the actual GPA attainment of students with LD was similar to that of NLD peers. Whereas both groups initially predicted it would be easy to adjust to the academic and social nature of college, students with learning disabilities ultimately reported being dissatisfied with the social climate on campus. No differences were found between LD and NLD students regarding their motivation for attending college, or their plans for final degree attainment.  相似文献   

4.
The major purpose of this study was to investigate the relationships among properties of college students’ self-set academic goals and academic achievement, using multiple theoretical perspectives. Using a personal goal-based research methodology, college students enrolled in a learning-to-learn course (N?=?130) were asked to list 20 of their goals (academic and/or non-academic). For each of their goals, goal specificity, value, expectation of success and autonomous and controlled motivation were measured and then ratings on each goal property were averaged across students’ academic goals (24.75% of all goals) to predict students’ grade point average (GPA) for the semester. Regression results suggested a positive affect on students’ semester GPA for goal specificity and a negative effect for controlled motivation; the model explained 19% of the variation in GPA. This research may help to inform motivation researchers and educational practitioners who assist college students with goal setting.  相似文献   

5.
Self-Efficacy,Stress, and Academic Success in College   总被引：2，自引：0，他引：2  
This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27 college-related tasks. Both scales have high reliability, and they are moderately negatively correlated. We estimated structural equation models to assess the relative importance of stress and self-efficacy in predicting three academic performance outcomes: first-year college GPA, the number of accumulated credits, and college retention after the first year. The results suggest that academic self-efficacy is a more robust and consistent predictor than stress of academic success.  相似文献   

6.
This is a comparative longitudinal analysis of the performance of minority and nonminority students in four successive entering classes at a highly selective college. Graduation rates were comparable, but the two groups were found to be as sharply differentiated with respect to cumulative grade point average (GPA) at the end of 4 years as they were at the end of the first year. Unanticipated across-class increases in mean GPA relative to ability, greater for minority than for nonminority students, were found and their implications considered. The validity of admissions tests with respect to long-term cumulative GPA was comparable to that obtained when first-year GPA was used. Questions are raised regarding the possible effect on minority students of persistent minority-nonminority differences in academic performance, especially in settings in which the two groups are sharply differentiated on academic ability measures. Findings of a similarly designed study in a less selective setting are also considered.  相似文献   

7.
A longstanding concern about admissions to higher education is the underprediction of female academic performance by admission test scores. One explanation for these findings is selection system bias, that is, not all relevant KSAOs that are related to academic performance and gender are included in the prediction model. One solution to this problem is to include these omitted KSAOs in the prediction model, many of these KSAOs are 'noncognitive' and “hard‐to‐measure” skills in a high‐stakes context. An alternative approach to capture relevant KSAOs is using representative performance samples. We examined differential prediction of first year‐ and third year academic performance by gender based on a curriculum‐sampling test that was designed as a small‐scale simulation of later college performance. In addition, we examined differential prediction using both frequentist and Bayesian analyses. Our results showed no differential prediction or small female underprediction when using the curriculum‐sampling tests to predict first year GPA, and no differential prediction for predicting third year GPA. In addition, our results suggest that more comprehensive curriculum samples may show less differential prediction. We conclude that curriculum sampling may offer a practically feasible method that yields minimal differential prediction by gender in high‐stakes operational selection settings.  相似文献   

8.
Data from the National Survey of Student Engagement (NSSE) collected across seven years were used to predict final, cumulative grade point averages (GPA). Cross‐product regression was used to explore the predictive abilities of the NSSE benchmark scores for freshmen (n = 2578) and seniors (n = 2293) collected in cross‐sectional cohorts. Hierarchical regression was also used with 127 longitudinal responses in students’ first and senior years of college. In the cross‐sectional analyses, Level of Academic Challenge emerged as a significant predictor of GPA for freshmen, whereas the Active and Collaborative Learning benchmark was a significant predictor for seniors; both effects were modest. The cross‐sectional data explained 22.6% of the variance with 18.2% of this variance accounted for by pre‐college control factors (American College Test score and high school GPA). For the analysis of longitudinal data, 31.3% of the variance was explained and 27.8% was attributed to the pre‐college indicators. No benchmark scores were significant predictors of GPA in the longitudinal data. Results suggest that cross‐sectional analyses can adequately detect modest effects on final GPA. In contrast, longitudinal models explain more variance, though they lack the power to reveal modest effects. This study suggests approaches for the responsible use of cross‐sectional and longitudinal data in educational research.  相似文献   

9.
Two relatively common disabilities reported by college students are attention‐deficit/hyperactivity disorder (ADHD) and learning disabilities (LD). Many questions remain regarding how best to support these students and whether services such as advising, coaching, and tutoring lead to significant academic gains. The current study examined the effect of support services on the GPA of students with LD and/or ADHD at a campus that specifically serves this population by tracking students’ support service usage and GPAs over a 5‐year period. Results indicate that although most students who choose to receive coaching support experience academic gains, it is students with ADHD who obtain the greatest gains in GPA as a result of this support. Additionally, although tutoring can be of benefit to all students, significant GPA gains were obtained only for students with an LD diagnosis. Thus, there is a need to provide targeted supports aimed at addressing students’ specific areas of challenge.  相似文献   

10.
Critics contend that enrollment in a community college lessens the likelihood that a student will complete a bachelor's degree (S. Brint & J. Karabel, 1989). A number of studies have examined personal, demographic, and environmental characteristics that influence the academic performance of community college transfer students. This research has included characteristics that are not readily available to admissions representatives at four‐year institutions, and studies have not considered the private, liberal arts college as the senior institution.

The purpose of this study was to identify easily ascertainable characteristics that occur prior to transfer and to assess the relationship of these characteristics to persistence and baccalaureate attainment at a private, liberal arts college. Two academic factors related to persistence and graduation were included in the methodology: completion of the associate (AA) degree and community college grade point average (GPA) The subjects for the study were 200 students who completed the AA degree and transferred from one of three community colleges to a private, liberal arts college over a 5‐year period.

Results indicated that whereas completion of the AA degree resulted in a higher persistence/graduation rate, completion of the AA degree with a community college GPA of 3.0 or higher increased the persistence/graduation rate to a level equal to that of native students.  相似文献   

11.
This study reports on the educational attainment of 62 college students with learning disabilities as compared to a sample of 58 peers matched on gender and ACT composite score (+/- 1 point or exact match). All students were native English speakers and were enrolled as degree candidates in a small, competitive, private, midwestern college. Groups were compared on age, high school preparation and performance, college grades, GPA at the end of each year of study, graduation and academic failure rate, and time taken to complete degree. Factors that may have influenced outcomes are discussed as are implications for college admissions officers, college students with learning disabilities, service providers, and academic advisors.  相似文献   

12.
This study examines the relationship between 34 personal, demographic, and environmental characteristics of community college transfer students and their academic performance over a 2‐year period. The subjects for the study were 267 transfer students admitted to a research university during a fall semester. Data on the characteristics were collected through a survey and analyzed in relation to first and second semester GPAs and second year GPAs. Five characteristics showed a consistent statistical relationship with three or more GPA measures. A multiple regression analysis was used to identify which of these characteristics were useful in predicting the GPAs of the transfer students based on their previous backgrounds and attitudes.  相似文献   

13.
This paper describes results of a five‐year statewide follow‐up study of first‐time, full‐time community college students and documents the academic and career progress of these students from first entry into college to subsequent experiences after leaving the community college. Results detail students’ success in reaching their personal, academic, and career objectives and describe the variables affecting progress in achieving those objectives. Over 75% had achieved their original educational objective and, if starting again, 80% would attend the same community college. Lack of funds, change in life‐style, or a change in goals were most often cited as the reasons for not achieving educational objectives. One surprising finding was that 27% of respondents transferred from one Kansas community college to another during the course of the study. Additional studies are indicated to identify continuing educational pursuits of students who formerly may have been assumed to be community college dropouts.  相似文献   

14.
To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university programme. Predictive validity is compared between the Dutch pre-university (VWO) and the International Baccalaureate (IB) diploma. Moreover, we study how final GPA is predicted by prior achievement after students complete their first year. Path models were separately run for VWO (n = 314) and IB (n = 113) graduates. For VWO graduates, high school GPA explained more variance than core subject grades in first-year GPA and final GPA. For IB graduates, we found the opposite. Subsequent path models showed that after students’ completion of the first year, final GPA is best predicted by a combination of first-year GPA and high school GPA. Based on our small-scale results, we cautiously challenge the use of high school GPA as the norm for measuring prior achievement. Which measure of prior achievement best predicts academic success in university may depend on the diploma students enter with.  相似文献   

15.
We derived an index of high school academic rigor (HSAR) by optimizing the prediction of first‐year college GPA (FYGPA) based on high school courses taken, grades, and indicators of advanced coursework. Using a large data set and nominal parameterization of high school course outcomes, the HSAR index capitalizes on differential contributions across courses and nonlinear relationships between course grades and FYGPA. Test scores from eighth grade were incorporated in the model to isolate the contribution of HSAR. High school courses with the largest relationships with FYGPA were English 11, English 12, Chemistry, English 10, Calculus, and Algebra 2. Participation in Advanced Placement, accelerated, or honors courses increased HSAR. The correlation of the HSAR index and FYGPA was .52 and the HSAR index led to modest improvement in overall prediction when combined with high school GPA and ACT Composite score. HSAR index subgroup differences were smaller than subgroup differences in ACT Composite score. Implications for high school counselors, researchers, and postsecondary student service personnel are discussed.  相似文献   

16.
To evaluate the role of temperamental task orientation in adolescents' academic success, we examined its relation to educational accomplishments in high school and college using longitudinal data. Participants (N = 110) were assessed at 15, 16, and 17 years of age with a follow-up at 24 years. Adolescent self-report and parent reports of task orientation at 16 were used to predict high school and college GPA, SAT scores, perseverance in college, and degree attainment. Task orientation related to high school GPA and accounted for variance above and beyond SES and IQ in predicting high school and college GPA. An interaction emerged between IQ and task orientation: increasing levels of task orientation were associated with higher GPA for students with higher intelligence, but not for those with relatively lower intelligence. These findings highlight the contribution of non-intellective factors to academic achievement in secondary and post-secondary education.  相似文献   

17.
In this study, we examined racial/ethnic differences in grade point average (GPA) among students at a highly selective, private university who were surveyed before matriculation and during the first, second and fourth college years, and assessed prominent explanations for the Black-White and Latino-White college achievement gap. We found that roughly half of the observed gap was attributable to family background characteristics and pre-college academic preparation. Of the within-college factors we considered, perceptions of campus climate and selection of major field of study were most important in explaining racial/ethnic differences in GPA. Personal resources, such as academic effort, self-esteem and academic identification, and patterns of involvement in campus life were significantly associated with GPA, but these factors did not account for racial/ethnic differences in academic performance. Overall, our results suggest that efforts to reduce the college achievement gap should focus on assisting students with the process of selecting major fields of study and on fostering a welcoming and inclusive campus environment.  相似文献   

18.
Reverse transfers, students who transfer from four‐year to two‐year colleges, now make up 20% of the two‐year college enrollment. This paper will describe reverse transfers in terms of demographics, educational goals, and academic performance. Data from thirteen two‐year colleges includes official student records on a 1984 class of newly enrolled students and a survey of this same cohort.

Reverse transfers differ significantly from two‐year natives in terms of race and other demographic characteristics. Reverse transfers were older, more likely to be married, employed full‐time, and had higher socioeconomic status indicators. Reverse transfers’ parents were more likely than native students’ to have earned a college degree.

Two‐year students who had already earned a college degree had short‐term occupational goals aimed at upgrading job skills or making themselves more employable. Those who had not yet earned a degree were most likely to aspire to the bachelors degree. Reverse transfers earned significantly higher grades than natives. Reverse transfers were less likely to be enrolled in remedial courses or to indicate a need for special help in basic skills in order to succeed at the two‐year college.  相似文献   

19.
Although the rubric has emerged as one of the most popular assessment tools in progressive educational programs, there is an unfortunate dearth of information in the literature quantifying the actual effectiveness of the rubric as an assessment tool in the hands of the students. This study focuses on the validity and reliability of the rubric as an assessment tool for student peer‐group evaluation in an effort to further explore the use and effectiveness of the rubric. A total of 1577 peer‐group ratings using a rubric for an oral presentation was used in this 3‐year study involving 107 college biology students. A quantitative analysis of the rubric used in this study shows that it is used consistently by both students and the instructor across the study years. Moreover, the rubric appears to be ‘gender neutral’ and the students' academic strength has no significant bearing on the way that they employ the rubric. A significant, one‐to‐one relationship (slope = 1.0) between the instructor's assessment and the students' rating is seen across all years using the rubric. A generalizability study yields estimates of inter‐rater reliability of moderate values across all years and allows for the estimation of variance components. Taken together, these data indicate that the general form and evaluative criteria of the rubric are clear and that the rubric is a useful assessment tool for peer‐group (and self‐) assessment by students. To our knowledge, these data provide the first statistical documentation of the validity and reliability of the rubric for student peer‐group assessment.  相似文献   

20.
This study investigated the prevalence of food insecurity among community college students (N = 301) and the relationship between food insecurity and student grade point average (GPA). It employed a cross-sectional intercept survey, utilizing the U.S. Department of Agriculture’s Household Food Security Survey Module, student self-reported GPA, and demographic variables. The research setting was two community colleges in Maryland—one located in a low income urban area and one located in an affluent suburban area. Results demonstrate that 56% of the students in the overall sample were classified as food insecure. Students at higher risk of food insecurity included those who reported living alone and those who reported being single parents. Students identifying themselves as African American or as multiracial were also at increased risk for food insecurity. Food insecure students were more likely than food secure students to report a lower GPA (2.0–2.49) versus a higher GPA (3.5–4.0). Data suggest that food insecurity is an issue for a large percentage of the community college student sample. Food insecurity may have adverse effects on student academic performance and is a factor to be considered by college administrators, faculty, and students.  相似文献   

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