First-Year College Students' Behaviors and Characteristics of Those Who Stay and Those Who Go

Autor/inn/en	Griffin, Alice; Johnson, Kelly V.; Jogan, Kathi
Titel	First-Year College Students' Behaviors and Characteristics of Those Who Stay and Those Who Go
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 23 (2022) 4, S.815-823 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Kelly V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025119879414
Schlagwörter	College Freshmen; Student Behavior; Student Characteristics; Dropouts; Dropout Characteristics; Academic Persistence; National Surveys; Student Surveys; Learner Engagement; Differences; Gender Differences; Racial Differences; First Generation College Students; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Studienanfänger; Student behaviour; Schülerverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schülerbefragung; Unterscheiden; Geschlechterkonflikt; Rassenunterschied
Abstract	This study examined the differences between first-year students who continued to Year 2 and first-year students who did not return to the second year at a mid-size, public, research university in the mid-south. The study utilized the National Survey of Student Engagement to compare the level of student-faculty interaction, experiences with the campus environment, and engagement in collaborative learning. Differences in the student engagement behaviors were examined by gender, race/ethnicity, and if the student was a first-generation college student. The participants included 1,402 first-year college students. Analysis revealed that those students who continued to Year 2 had significantly higher engagement in collaborative learning scores during their first year. However, female returners reported less faculty interaction than female nonreturners. Caucasian students who continued rated experiences with the campus environment and engagement in collaborative learning higher than those who did not continue to Year 2. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01