scholarly journals Community college student retention : an examination of student pre-entry attributes, academic experiences, and social experiences and the relationship to first-year persistence

2016 ◽  
Author(s):  
◽  
Cynthia Adamson
Keyword(s):  
Community College ◽  
College Student ◽  
Student Retention ◽  
Community College Student ◽  
First Year ◽  
College Student Retention ◽  
First Semester ◽  
Federal Financial Aid ◽  
High School Gpa ◽  
College Student Persistence

This study investigated the extent that the attributes of incoming students and their subsequent academic and social interactions at an institution are related to community college student retention. Student data from a cohort of first-time students (N = 1089) attending a community college in southwest Missouri was analyzed to examine variables related to fall-to-fall student retention. Predictors of first-year retention included receiving federal Pell grants, high school GPA, receiving a C or higher in college orientation, first semester college GPA, and receiving a C or higher in general psychology, general biology, and U.S. History. The findings highlight the importance of college readiness and value of federal financial aid programs for community college student persistence.

A Multilevel Approach to Assessing the Interaction Effects on College Student Retention

2009 ◽  
Vol 11 (2) ◽  
pp. 287-301 ◽  
Author(s):  
Haiyan Bai ◽  
Wei Pan
Keyword(s):  
College Student ◽  
Social Integration ◽  
Student Retention ◽  
Interaction Effects ◽  
Retention Rates ◽  
First Year ◽  
College Student Retention ◽  
Multilevel Approach ◽  
The Social ◽  
First Year Retention

The present study utilizes a multilevel approach to assess the effects of four different types of intervention on college student retention, focusing on the interaction effects between the student characteristics and the types of intervention. The program effects on a 3-year trend are also explored. The findings of the present study reveal that the social integration programs improved the first-year retention rates for female students, the advising programs and the social integration programs worked better in the first year for students from more selective colleges within the university, and the first-year experience programs had a significant lasting effect across the 3 years on retention for elder students and male students. It is also found that the advising programs were significantly more effective on the first-year retention rates than the general orientation programs. This study provides empirical evidence for researchers and administrators in higher education to improve the effectiveness of intervention programs for students with specific characteristics.

The Prediction of College Student Academic Performance and Retention: Application of Expectancy and Goal Setting Theories

2009 ◽  
Vol 11 (2) ◽  
pp. 227-246 ◽  
Author(s):  
Barry A. Friedman ◽  
Rhonda G. Mandel
Keyword(s):  
High School ◽  
Academic Performance ◽  
College Student ◽  
Student Retention ◽  
Student Performance ◽  
Goal Setting ◽  
First Year ◽  
Sat Scores ◽  
Grade Point ◽  
High School Gpa

Student retention and performance in higher education are important issues for educators, students, and the nation facing critical professional labor shortages. Expectancy and goal setting theories were used to predict academic performance and college student retention. Students' academic expectancy motivation at the start of the college significantly predicted cumulative GPA at the end of their first year. Compared to students who did not return, students that returned for their sophomore year reported greater peer competition with respect to academic goals, perceived good grades to be more attractive, and reported more effort to get good grades. Students' SAT scores and high school grade point average were significantly related to both cumulative GPA and retention after the first year. Study implications are discussed with an emphasis on the motivational set of college applicants, in conjunction with more traditional criteria (e.g., high school GPA) that together may increase student performance and retention.

The Effect of Gateway Course Completion on Freshman College Student Retention

2015 ◽  
Vol 19 (1) ◽  
pp. 2-24 ◽  
Author(s):  
Gordon R. Flanders
Keyword(s):  
College Students ◽  
College Student ◽  
Student Retention ◽  
Course Completion ◽  
Full Time ◽  
College Student Retention ◽  
First Semester ◽  
Freshman Students ◽  
First Time ◽  
The Way

This study measured the rate of retention to the second semester among first-time, full-time freshman college students who attempted a gateway course within their declared major during their first semester of college compared with students who declared a major, completed a course, but not the gateway course in their major and students who did not declare a major and completed any course. The findings in this study suggest that first-time, full-time freshman students who declared a major and successfully completed the gateway course were more likely to persist than students who were unsuccessful with the gateway course or students who declared a major, completed a course, but not the gateway course in their major. To improve retention of first-time, full-time freshman students, the results of this study indicate that changes are warranted in the way students are advised with regard to which courses they should complete in their first semester of college.

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