Literaturnachweis - Detailanzeige
| Autor/in | Andrews, Benjamin D. |
|---|---|
| Titel | Delayed Enrollment and Student Involvement: Linkages to College Degree Attainment |
| Quelle | In: Journal of Higher Education, 89 (2018) 3, S.368-396 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Andrews, Benjamin D.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-1546 |
| DOI | 10.1080/00221546.2017.1390972 |
| Schlagwörter | Enrollment; Student Participation; Graduation; Bachelors Degrees; Student Characteristics; Undergraduate Students; Differences; Internship Programs; Mentors; Student Research; Study Abroad; Service Learning |
| Abstract | Students who delay college enrollment after they graduate from high school have a lower chance of completing a college degree compared to students who enroll in college immediately after high school. This article explores delayers' involvement in high-impact postsecondary campus activities to understand whether participation in high-impact activities is associated with bachelor's degree attainment for students who delay enrollment. This study found that overall involvement in high-impact activities was associated with greater odds of bachelor's degree attainment for all students, but students who delay entry into college do not benefit any differently than immediate-enrollment students from involvement in these activities. Participation in high-impact activities is only related to bachelor's degree attainment in a minor way compared to other variables like students' socioeconomic background and high school grade point average. This finding suggests that although high-impact practices may play a role in promoting student success in college, they are not as important as other social background and precollege student characteristics. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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