ERIC Number: ED321796
Record Type: RIE
Publication Date: 1990-May
Reference Count: N/A
Variables Affecting the Academic Success of Community College Transfer Students.
Hall, Barbara Ann
In 1990, a research study was conducted to discover which variables students identified as being significant to their academic success, first at Mt. San Antonio Community College (MSAC), then after they transferred to the California State University (CSU) or to the University of California (UC). An important goal of the study was to determine if the variables that were significant to the students at the community college remained equally significant or changed after they transferred to the four-year institution. Fifty-five percent of the CSU and 72% of the UC transfers responded to the survey. The study verified that transfers from MSAC to CSU and UC had been under-reported, that significantly more part-time students persisted to transfer, that the majority of respondents worked 21 to 30 hours per week, and that students were predominantly female, older, and of an ethnic background other than white. At MSAC and the universities, remedial programs were significant to about one-quarter of the respondents. All respondents rated the 57 personal, instructional, and student service variables within a close percentile range at both MSAC and the universities. Fourteen variables received highest ratings from both CSU and UC transfers, including clear deadlines for class assignments; personal self-motivation; concerned, responsive, and knowledgeable faculty; and helpful parents/guardians and friends. The study ultimately confirmed previous research that the most important variables outside of self-motivation for maintaining student persistence were related to human interaction. Eight appendixes are attached, including the survey instrument, cover letters, and student ethnic and educational data. (JMC)
Descriptors: Academic Achievement, Articulation (Education), College Environment, College Transfer Students, Community Colleges, Enrollment Influences, Family Influence, Literature Reviews, Performance Factors, State Universities, Student Characteristics, Student College Relationship, Student Educational Objectives, Tables (Data), Two Year Colleges
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Claremont Graduate School.