Success and Failure in College: A New Approach to Persistence in Undergraduate Programs.

Autor/inn/en	Kohen, Andrew I.; und weitere
Institution	Ohio State Univ., Columbus. Center for Human Resource Research.
Titel	Success and Failure in College: A New Approach to Persistence in Undergraduate Programs.
Quelle	(1976), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Dropouts; Failure; Higher Education; Longitudinal Studies; National Surveys; Persistence; School Holding Power; State Universities; Student Motivation; Success; Undergraduate Students; Undergraduate Study; Withdrawal (Education) + Suchen Sie Ihr Suchwort? Schulleistung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausdauer; Staatliche Universität; Schulische Motivation; Erfolg; Grundstudium; Kursabbruch
Abstract	Conceptualizing progress through college as a sequential process, the study examined factors that affect rates of persistence and dropping out, using longitudinal data for a national sample of young men attending college in the late 1960's. A principal conclusion was that factors important to understanding persistence vary with the stage of the undergraduate career. Pre-college attributes of parental socioeconomic status, race and age exhibit no significant net relationship with dropping out at any stage. The effect of having pursued a college preparatory program in high school is relevant only to completion of the freshman year. The net importance of pre-college measured ability declines substantially after the freshman year and is nonsignificant by the junior year. While working evidently inhibits persistence in college, not all employed students become dropouts and the impediment appears to be greatest for those who work between half and full time. It is found that young men who initially matriculate in a two-year institution are much more likely to drop out at every stage of undergraduate life, even after having transferred to four-year institutions. Receipt of a scholarship bears a consistently positive relationship to the probability of successful persistence in college. It is concluded that much previous theoretical and empirical research on dropping out must be viewed with caution. (Author/LBH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01