Literaturnachweis - Detailanzeige
| Autor/inn/en | Brigman, S. Leellen; Stager, Susan Ferencz |
|---|---|
| Titel | An Examination of the Characteristics of Voluntary College Stopouts, Dropouts and Transfers. |
| Quelle | (1980), (31 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Ability; Academic Persistence; Career Choice; College Environment; College Students; Dropout Attitudes; Dropout Research; Dropouts; Higher Education; Private Colleges; School Holding Power; School Surveys; Student Motivation; Tables (Data); Transfer Students |
| Abstract | Freshmen entering Indiana University in 1974 and leaving after two years but in good academic standing were surveyed in 1977. Those who were re-enrolled in an Indiana University System institution (57 students) were surveyed apart from the 303 students who had not re-enrolled. Academic and biographical information was gathered from school records. Respondents included 58 percent of the stopouts and 54 percent of the dropouts. Seventeen dropouts were eliminated for a variety of reasons. Results suggest that the voluntary withdrawals have individual characteristics required for goal and institutional commitment: ability and pre-college school experiences. Among those that withdrew there was strong indication that it was not a permanent withdrawal from higher education. Transfers tended to leave to find programs not offered at Indiana University. For stopouts and those discontinuing their education the problems encountered with the academic environment are more personal: dissatisfaction with the academic environment, absence of personal career goals, and financial problems. The end of the second year of college is seen as a crucial time, and it is concluded that retention programs focusing on academically capable students such as these will be more difficult to develop; they may not result in immediate retention but rather in increasing the likelihood that the student will return to the university in the future. Data tables with survey responses and compilations are appended. (MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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