Intent To Get a Degree, Expectations, and Attitude Change.

Autor/inn/en	Staats, Sara; und weitere
Titel	Intent To Get a Degree, Expectations, and Attitude Change.
Quelle	(1991), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Persistence; Cognitive Psychology; College Freshmen; Higher Education; Intention; Satisfaction; School Holding Power; Student Attitudes; Student Educational Objectives + Suchen Sie Ihr Suchwort? Kognitive Psychologie; Studienanfänger; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zufriedenheit; Schülerverhalten
Abstract	A study was done of college student cognitive satisfactions and perceived assets for getting a college degree as well as their academic intentions. The study population was 74 introductory psychology students, 23 male and 51 female, with the majority being first quarter freshmen at the start of the study. All students completed a questionnaire at the beginning and at the end of the quarter which explored intent measures and satisfaction measures. Points accumulated from the course and enrollment data were tracked. In addition, two experimental groups participated in a training program designed to enhance retention. Results indicated that: (1) intent to get a degree in 4 years is negatively related to total points in class and is a predictor of attrition two quarters later; (2) first quarter freshmen had a decrease in perceived quality of academic life and a decrease in expected grade; (3) broad intent to get a degree is positively related to performance; and (4) intent to get a degree and satisfaction with life were negatively related to class performance. The retention training program did not affect retention two quarters later. The most frequent obstacles to student persistence were money, work, and study habits. The most common assets were good study habits, family and friends, and internal qualities such as intelligence and determination. Reliability and validity measures on other cognitive measures are presented. (19 references) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC