Understanding How First-Year Seminars Affect Persistence

Autor/inn/en	Porter, Stephen R.; Swing, Randy L.
Titel	Understanding How First-Year Seminars Affect Persistence
Quelle	In: Research in Higher Education, 47 (2006) 1, S.89-109 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-005-8153-6
Schlagwörter	First Year Seminars; Academic Persistence; Higher Education; College Freshmen; Student Attitudes; Models; Student Surveys + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienanfänger; Schülerverhalten; Analogiemodell; Schülerbefragung
Abstract	First-year seminars are nearly ubiquitous fixtures in American higher education, and research has documented their positive effect on student persistence. Only limited research, however, has attempted to isolate the impact of various aspects of first-year seminars on persistence, especially on a cross-institutional basis. We use a survey of almost 20,000 first-year students at 45 four-year institutions combined with institutional-level data to understand how aspects of first-year seminars affect early intentions to persist. Because survey respondents are grouped within dissimilar institutions, we use a multilevel modeling approach to model intent to persist. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10