首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 93 毫秒
1.
Few studies examine transfer of nontraditional-age Hispanic community college students to four-year institutions. The present study examined attitudes, cognitive and noncognitive experiences, and transfer-related behaviors of students (N=277) who graduated from one two-year institution, in order to determine factors associated with successful transfer and make appropriate policy recommendations. An undergraduate survey based on Tinto's (1975, 1987) conceptual framework and Cabrera, Nora, and Castaneda's (1993) integrated model of student retention provided measures of family concerns, encouragement, social and academic integration, English communication skills, and educational and institutional commitments. Structural equation modeling via LISREL gave parameter estimates of causal links among variables in the hypothesized model. Variables significant for Hispanic transfer students were mathematics ability, academic achievement, and an intent to transfer.An earlier version of this paper was presented at the Association for Institutional Research Forum, Chicago, Illinois, May 1993.  相似文献   

2.
This study tested a modified version of Tinto's student attrition model on a Chicano student population in two-year colleges. Structural equation modeling and LISREL VI were used to examine the parameter estimates of the structural and measurement models of the hypothesized causal model. Measures of goodness of fit were examined to provide indices for the overall fit of the causal model in the study. The measurement and structural models were found to represent a plausible causal model of student retention among Chicano students. Although the measures used in assessing the fit of the model reflected the overall strength of the hypothesized model, the present study was not entirely supportive of Tinto's model. The findings were only minimally supportive of the hypothesized relationship between measures of academic integration and retention. The results indicated that the hypothesized relationship between measures of social integration could not be substantiated. Moreover, measures of initial commitments were found to have a significantly large direct effect on the dependent variable, retention.  相似文献   

3.
The literature suggests that most studies on student retention have focused on student satisfaction at 4-year institutions where students tend to be more traditional in nature. The study discussed in this article investigated how Tinto's (Tinto, Russo, & Kadel, 1994) model of retention could be applied to 2-year institutions. It explored academic and social integration and their effects on student withdrawal rates as well as the effect of background skills on withdrawal rates. Study participants were 462 second-semester degree-seeking community college students who completed a survey regarding their satisfaction with the academic and social climate of the community college. Performance on Computer Placement Tests (CPTs) were correlated with withdrawal rates to determine the association between background skill levels and withdrawal patterns. No correlation was found between academic and social integration and withdrawal rates. However, findings did show that the poorer the CPT performance, the more likely students were to withdraw from courses.  相似文献   

4.
This research tested a structural equation model of educational outcomes for three socioeconomic status (SES) groups of African American students enrolled in a community college. The structural model, which was based on a variant of Tinto's (1987) model, contained two exogenous constructs, educational intentions/commitment and external commitments, and three endogenous constructs, academic integration, social integration, and educational outcomes. The study demonstrated that higher levels of academic and social engagement had positive direct effects on educational outcomes for all students regardless of SES background. Other paths that were supported included the positive direct effects of educational intentions/commitment on academic and social integration and the negative impact of external commitments on social integration. Significant structural differences were not present in the measurement of model constructs or the process of educational outcomes among lowest, lower to middle, and middle to upper SES groups.  相似文献   

5.
This study assessed the validity of Tinto's (1975) theory of student attrition, which asserts that withdrawal relates most directly to students' integration in the social and academic systems of an institution. The study also examined the relative importance of these two dimensions. Multivariate analyses of variance indicated that both social and academic integration were significantly and independently related to voluntary freshman attrition. Discriminant analysis suggested, when the two variable sets were combined, that the joint contributions of the two sets were approximately equal, tending to support Tinto's assertion of the concomitant importance of these two constructs. The findings also suggest that informal interaction with faculty may play a more important role than presently specified by the model in the socialization of students, contributing to their integration into both the academic and social systems of the institution. The results also indicate that sizeable reductions in attrition may be possible only through actions which touch both the social and academic dimensions of the institutional environment.  相似文献   

6.
The purpose of this study was to explore academic and social integration and other outcomes for community college transfer students. The study used Tinto’s (Leaving college: Rethinking the causes and cures of student attrition, 1993) Longitudinal Model of Institutional Departure and Deil-Amen’s (J Higher Educ, 82:54–91, 2011) concept of “socio-academic integrative moments” to inform the selection and organization of potential predictors. We developed regression models for relationships between demographic and background variables of interest and perceived academic and social integration following the first six weeks at the receiving university. We also included these perceived integration scores in regression models for six outcomes (first and second semester grade point average, first and second semester earned hours ratios, and second and third semester persistence). Academic and previous college background explained the greatest amount of variance in predicting early integration and academic outcomes.  相似文献   

7.
Tinto's model of institutional attrition was tested by comparing undergraduate students who had dropped out from Washington State University (WSU) one year prior to the study with a control sample of students who continued at WSU. Tinto's constructs of individual attributes, past educational experience, goal commitment, institutional commitment, social integration, and academic integration were operationalized using variables obtained from precollege records, academic records at the university, and a post-withdrawal survey. Setwise discriminant function analysis was used to discriminate between the attrition sample and the control sample using Tinto's constructs. Variables measuring individual attributes, past educational experience, institutional commitment, and academic integration all contributed significantly to the discriminant function when all other variables were controlled for. Tinto's model was also able to explain the differences between those attrition students who transferred to another institution and those who dropped out of higher education. Those that dropped out had a significantly lower academic ability, lower academic integration, lower goal commitment, and lower social integration.  相似文献   

8.
This article examines the extent to which social and academic integration and student educational objectives and intents to reenroll are predictive of persistence for community college students. An instrument designed to operationalize the concepts of social and academic integration for four-year college students was largely replicated with the two-year college population. Student educational objectives/intents discriminated most powerfully between persisters and nonpersisters, although academic and social integration and employment status also contributed significantly to differentiating the two groups. The article concludes with a brief discussion about the nature of community colleges and the fact that nonpersistence at the institution may be an indicator of student success if the student has transferred or accomplished his/her goals.  相似文献   

9.
Because of increasing mobility among various college student populations, both the baccalaureate degree attainment of community college beginners and the role played by their receiving 4-year institution are growing in importance. In this study, we examined how the academic and social involvement of community college transfer students differs by the type of receiving institution, and how strongly their posttransfer involvement is associated with persistence. Results indicated that academic and social involvement were higher for students who transferred to private not-for-profit doctoral institutions, as compared to those who transferred to other types of institutions. Also, among the involvement variables, academic advising is the factor that is most positively associated with the persistence of these students. Our findings make the case for a comprehensive examination of persistence of community college transfer students, looking at both their level of involvement and the type of institution they move to.  相似文献   

10.
This study focuses on the academic performance of students who transferred from a suburban community college to a private, moderately selective urban university. The purpose was to determine if certain easily ascertainable student characteristics and academic behaviors at the community college would be associated with degree persistence and completion at the university. Results indicated that the best predictor of academic success at the university was community college grade point average (GPA): As a group transfer students who entered with a GPA of 2.5 or more were able to maintain a 2.3 at the university, whereas those who entered with less than a 2.5 had an average university GPA of 1.9.  相似文献   

11.
Expectations for college and student persistence   总被引：3，自引：0，他引：3  
Tinto postulates that students enter college with expectations. If these expectations are unmet, there is early disenchantment with the social and academic communities. Such disenchantments hinder academic and social integration which, in turn, influence subsequent institutional and goal commitments and ultimately student departure. These formulations are tested in a multi-institutional study of 263 first-time freshmen who entered four-year colleges and universities. The findings indicate that both academic and social integration are positively influenced by the meeting of expectations for academic and career development. Social integration is positively influenced by expectations for opportunities for personal involvement, but negatively affected by expectations for a collegiate atmosphere. Indirect effects on intentions to remain in the focal college are indirectly influenced by collegiate atmosphere and academic and career development. Implications for enrollment management and the development of linkages between theories of college choice and student departure are drawn.An earlier version of this article was presented at the annual meeting of the American Educational Research Association, Atlanta, GA, April 12–16, 1993.  相似文献   

12.
This study examined socioculturel and gender group differences in perceptions of major sources of academic stress in first year college students, in addition to the relationship between reported academic stress and college achievement. Data were collected via a self-administered student stress inventory given to a sample of 184 Jewish and 209 Arab college undergraduates studying in a major Israel university. They evaluated the personal stressfulness of each of 53 potential sources of academic stress along a 6-point Likert-type scale covering a wide range of potential academic Stressors (academic curriculum and course requirements, course evaluation procedures, college instruction, social milieu and cultural factors on campus, college administration and bureaucracy, physical conditions and accommodations, economic factors, organismic and interpersonal factors, student expectations, daily hassles and constraints). Arab, lower-status, and female students were hypothesized and found to be more stressed than their respective Jewish, upper-class and male counterparts, respectively. Cultural group background was found to be the most salient background predictor of student stress, followed by social class and gender, with each exerting independent (noninteractive) effects. Although group differences were observed in mean ratings, there proved to be a strong correspondence in the hierarchy of perceived Stressors across sociocultural and gender subgroups. As a whole, students appeared to be most stressed by pressures originating from course overload and academic evaluation procedures and least stressed by a variety of personal, familial, and social factors. Furthermore, student stress and achievement factors were found to be inversely correlated, with little evidence for the contention that stress differentially debilitates the academic performance of students as a function of gender or sociocultural group membership. The findings also lend some evidence to the cross-cultural generalizability of major stressors in academia.  相似文献   

13.
The primary purpose of this study was to explore the differential persistence impact of the components of the Tinto model, preentry characteristics, initial goals and commitments, integration, subsequent goals and commitments, and external commitments, to the process of younger and older student persistence. The sample (N=449) included first-time students enrolled full- or part-time at a large, urban community college. The study design was longitudinal with questionnaire data gathered at the beginning and end of the spring 1989 semester. Persistence was measured from the spring to the following fall semester. Discriminant function analysis was used to study multivariate differences between short-term persisters and nonpersisters. Younger (17 to 24 years) and older (25+ years) student data were analyzed separately. Findings indicated (1) integration was more important to the persistence of younger students than it was for the older cohort; (2) self-assessed study skills were the most important discriminator for older students; (3) student perceptions of cognitive and personal development were important to persistence in both groups; and (4) goal commitment was important to the persistence of both age groups.  相似文献   

14.
  相似文献   

15.
This study examines factors associated with community college transfer rates. Regression models are developed using community college data at the institution level. The analyses employ two different definitions of the transfer rate and two different time spans over which to observe transfer behavior. Holding constant other factors expected to influence differences in transfer rates, the results reveal disparities in transfer rates according to the racial/ethnic composition of the student body. Community colleges with higher percentages of either Latino or African American students have lower 6-year transfer rates. The findings also confirm the results of other studies: community colleges with higher transfer rates tend to have younger student populations, students with higher socioeconomic status and better academic preparation, and a greater focus on academic programs. The important policy implications of these findings for states where the percentages of students of color are increasing are discussed.  相似文献   

16.
Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed.  相似文献   

17.
This investigation applied, as the theoretical base, a model of student persistence and departure (Tinto, 1987) to explore the nature of the relationship between career decision-making self-efficacy and integration. Career decision-making self-efficacy identifies students' perceived confidence (self-efficacy) in their ability to plan and execute vocationally relevant tasks in the educational environment. The sample comprised 418 underprepared students. Data were analyzed using correlation, analysis of variance, and multiple regression. There is an interrelationship between perceived career decision-making self-efficacy and integration (overall, social, and academic) for underprepared college students. The variance in students' integration can be explained by their career decision-making self-efficacy and by their initial goals and commitments. Career decision-making self-efficacy surpassed all other variables in explaining the variance in overall and academic integration. Based on these research results, career decision-making self-efficacy should be considered as a variable in future studies of integration, a longitudinal study should be conducted to determine the direct relationship of career decision-making self-efficacy to persistence and attrition, and if a relationship to persistence is found, then the rationale exists for the design and experimental testing of interventions aimed at increasing career decision-making self-efficacy.  相似文献   

18.
ABSTRACT

There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students’ participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study’s purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students’ Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class—not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution.  相似文献   

19.
While abundant studies on college student departure exist, few studies focus on student transfer-out behaviors. One may reasonably believe that transfer students leave their institutions at different times for different reasons. Coupled with the national dataset, this study longitudinally investigated transfer students who left their initial 4-year institutions. Results suggest that student characteristics, such as race and family income, had varying effects on the timing of transfer. Social integration was found to have significant effects on reducing the likelihood of transfer.  相似文献   

20.

Researchers have long struggled to accurately identify the needs of English learner (EL) students and the factors that facilitate their postsecondary success. Although prior research suggests that EL students disproportionately select into community colleges, there is a dearth research that examines transfer to four-year schools among community college English learner (CCEL) students. In this study, we examined whether and to what extent community college students’ linguistic status shapes the relationship between engagement and intent to transfer to a four-year institution. Using data from the Community College Survey of Student Engagement, we used logistic regression to examine how, if at all, the relationships between the multiple forms of student engagement and intent to transfer might differ by linguistic status, net of various student and school-level controls. Ultimately, our findings suggest that students’ returns to engagement do differ by linguistic status, with CCEL students experiencing the greatest gains relative to their intent to transfer. Not only are CCEL students are more likely to engage in academic discourse, internalize teachers’ pedagogical offerings, and recognize institutional supports than their non-CCEL peers, but they appear to derive greater benefits from both academic engagement and instruction in the use critical thinking skills than their non-CCEL peers. We conclude with recommendations for educators, policymakers, and researchers seeking to improve CCEL students’ educational attainment and engagement.

  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号