Third-Year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness

Autor/inn/en	Allen, Jeff; Robbins, Steven B.; Casillas, Alex; Oh, In-Sue
Titel	Third-Year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness
Quelle	In: Research in Higher Education, 49 (2008) 7, S.647-664 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-008-9098-3
Schlagwörter	Educational Development; Academic Persistence; Academic Achievement; Motivation; College Students; Higher Education; School Holding Power; Dropout Attitudes; College Transfer Students + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Schulleistung; psychologische; Motivation (psychologisch); Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	We studied the effects of academic performance, motivation, and social connectedness on third-year retention, transfer, and dropout behavior. To accommodate the three outcome categories and nesting of data within institutions, we fit a hierarchical multinomial logistic regression path model with first-year academic performance as a mediating effect. Our sample included 6,872 students representing 23 four-year universities and colleges. This work expands the current state of persistence research by (1) considering the effects of motivation and social connectedness on college persistence beyond the first year of college, (2) testing whether the effects of motivation and social connectedness on third-year retention and transfer are direct, indirect, or both, and (3) testing whether the effects of academic performance, motivation, and social connectedness are different for retention and transfer. We found that academic performance has large effects on likelihood of retention and transfer; academic self-discipline, pre-college academic performance, and pre-college educational development have indirect effects on retention and transfer; and college commitment and social connectedness have direct effects on retention. Academic self-discipline led to greater first-year academic performance, which suppressed its effect on retention and transfer. Practical and theoretical implications of these findings and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10