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ERIC Number: EJ1064764
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 71
ISSN: EISSN-2161-4210
Transfer Student Success: Educationally Purposeful Activities Predictive of Undergraduate GPA
Fauria, Renee M.; Fuller, Matthew B.
Research & Practice in Assessment, v10 p39-52 Sum 2015
Researchers evaluated the effects of Educationally Purposeful Activities (EPAs) on transfer and nontransfer students' cumulative GPAs. Hierarchical, linear, and multiple regression models yielded seven statistically significant educationally purposeful items that influenced undergraduate student GPAs. Statistically significant positive EPAs for transfer students were: (a) receiving prompt written or oral feedback from faculty on academic performance, (b) tutoring or teaching other students (paid or voluntary), (c) asking questions in class or contributing to class discussions, and (d) working harder than they thought they could to meet an instructor's standards or expectations. A negative statistically significant activity of transfer students was having serious conversations with students of a race different from their own. Overall, the effects of EPAs on undergraduate GPAs are somewhat more robust for transfer students. A recommendation to incorporate specific EPAs in transfer students' curriculum followed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Survey of Student Engagement; SAT (College Admission Test)