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ERIC Number: ED200125
Record Type: RIE
Publication Date: 1981-Feb
Pages: 76
Abstractor: N/A
Reference Count: 0
College Student Perceptions Four Year Follow-up: 1973-77, Characteristics of Freshmen Associated with Retention.
Coles, H. William, III
A four-year followup study of the freshman class of 1973 was conducted at the State University of New York at Buffalo to determine the relationships between student perceptions/characteristics of the incoming freshmen and their retention status. The College Student Perceptions survey, which was administered to incoming freshmen, dealt with such topics as educational experiences/expectations, major and career plans, interpersonal relationships, family, self-assessment, personal goals, and potentially disrupting family events. Information concerning high school class size and standing and grade point average was obtained from student records. A total of 1,666 full-time, regular admissions students completed the survey in 1973. Four years later, 976 students, or 59 percent of the sample were persisters; 599 students (36 percent) had left the university, either dropping out or transferring; and 91 students (5 percent) had stopped taking courses (or had taken two credit hours or less) for at least a semester, then returned on a more full-time basis and were currently enrolled. The responses of these three groups differed significantly for only 67 of 305 survey items and two of 47 free-response items. Those who stopped taking courses for a period were the least satisfied with their high school academic experiences and the least enthusiastic about attending college. Compared to persisters and dropouts/transfers, they rated themselves lower on such traits as dependability, self-discipline, and competitiveness (attributes frequently associated with degree completion). Additional findings are discussed. (SW)
Student Testing and Research Office, Division of Student Affairs, State University of New York, Buffalo, NY 14214.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: State Univ. of New York, Buffalo. Student Testing and Research Office.
Identifiers: State University of New York Buffalo; Stopouts