Effects of Academic Momentum on Degree Attainment for Students Beginning College at 2-Year Institutions

Autor/inn/en	Clovis, Meghan Ann; Chang, Mido
Titel	Effects of Academic Momentum on Degree Attainment for Students Beginning College at 2-Year Institutions
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 23 (2021) 2, S.322-336 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clovis, Meghan Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025119826245
Schlagwörter	Academic Persistence; Educational Attainment; Bachelors Degrees; Two Year College Students; Community Colleges; College Freshmen; Student Characteristics; Gender Differences; Racial Differences; Predictor Variables; College Credits; Grade Point Average; Enrollment Trends; Longitudinal Studies; College Transfer Students; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; 'Bachelor''s degrees'; Bachelor-Studiengang; Community college; Community College; Studienanfänger; Geschlechterkonflikt; Rassenunterschied; Prädiktor; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	Research has shown that academic momentum is a key factor in degree completion for students attending 4-year institutions. The characteristics of 2-year students (also called community college students) often lead them to engage in behaviors contrary to the theory of academic momentum, and these behaviors theoretically reduce their likelihood of attaining a degree. Community college students often delay entry into college, attend part time, earn fewer credits within their first year, and have lower freshman grade point averages. This study investigated the effects of academic momentum on degree attainment for students who attended only a 2-year college and for students who transferred to a 4-year college. Data were obtained from a large, nationally representative longitudinal data set. The academic momentum predictor variables (credits earned and grade point average within the first year of college, and the number of months between exiting high school and entering college) were significant predictors for both 2-year and transfer students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01