ERIC Number: ED201359
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Differences in Quality of Academic Effort between Successful and Unsuccessful Community College Transfer Students.
Lara, Juan Francisco
A study was conducted at the University of California, Los Angeles (UCLA) to identify the variables affecting the academic success of community college transfer students. The study involved a survey of the 1,343 students who transferred to UCLA from a community college in Fall 1977. The questionnaire asked respondents to provide background information and to indicate how frequently they engaged in various academic activities at their community college and at UCLA. These activities related to use of the library, experiences with faculty, course learning, and writing papers. In addition, students were asked to provide comparative ratings of their community college's and UCLA's academic environments and to estimate their gains in academic and personal growth at each institution. The 824 survey responses were statistically analyzed to determine differences between those students who had dropped out and those still enrolled in Fall 1979. To determine if differences in academic effort expenditure while at the community college and UCLA were related to institutional differences or differences between upper- and lower-division instruction, the data were compared with the findings of a 1979 study conducted to assess the differences in the academic effort of upper- and lower-division UCLA students. The report presents a graphical and textual summary of findings, as well as the survey instrument. (JP)
Descriptors: Academic Persistence, College Environment, College Libraries, College Transfer Students, Community Colleges, Comparative Analysis, Postsecondary Education, Predictor Variables, Self Evaluation (Individuals), Student Attitudes, Student Teacher Relationship, Study Habits, Undergraduate Study, Universities, Use Studies, Writing Skills
Publication Type: Reports - Research; Speeches/Meeting Papers; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: N/A
Identifiers: University of California Los Angeles
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April, 1981).