Transitioning Transfer Students: Interactive Factors that Influence First-Year Retention

Autor/inn/en	Luo, Mingchu; Williams, James E.; Vieweg, Bruce
Titel	Transitioning Transfer Students: Interactive Factors that Influence First-Year Retention
Quelle	In: College and University, 83 (2007) 2, S.8-19 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0889
Schlagwörter	College Freshmen; Grade Point Average; Program Effectiveness; Scholarships; Transfer Students; School Holding Power; Credits + Suchen Sie Ihr Suchwort? Studienanfänger; Scholarship; Stipendium; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	This study examined the diverse patterns of interactive factors that influence transfer students' first-year retention at a midsize four-year university. The population for this study consisted of five cohorts totaling 1,713 full-time, degree-seeking transfer students. Sequential sets of logistic regression analyses on blocks of variables were applied to student groups of different transfer status. Findings revealed that transfer credit hours, transfer GPA, college of last attendance, institutional scholarships, post-transfer GPA, and earned credit hours significantly influenced first-year retention. There were diverse patterns of interactive impact factors on first-year retention across the groups of students based on different transfer status. Distinctive patterns of impact factors in retention based upon transfer status of credit hours require diverse retention strategies and efforts. (Contains 3 tables, 3 figures and 1 footnote.) [This article was produced by American Association of Collegiate Registrars and Admissions Officers (AACRAO), Washington, DC.] (Author).
Anmerkungen	American Association of Collegiate Registrars and Admissions Officers (AACRAO). One Dupont Circle NW Suite 520, Washington, DC 20036. Tel: 202-293-9161; Fax: 202-872-8857; e-mail: pubs@aacrao.org; Web site: http://www.aacrao.org/publications/candu/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10