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首页> 外文学位 >The effects of background, environmental, academic and attitudinal variables; grade point average; and intent on the persistence of adult students at a community college.
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The effects of background, environmental, academic and attitudinal variables; grade point average; and intent on the persistence of adult students at a community college.

机译：背景，环境，学术和态度变量的影响；平均绩点；并希望成人社区的学生能够坚持不懈。

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摘要

The purpose of the researcher in this study was to investigate the process of persistence of adult students at Nassau Community College. The effects of background, environmental, academic and attitudinal variables; GPA; and intent to persist were studied. A model developed from Bean & Metzner's (1985) conceptual model of nontraditional student attrition was employed as the framework for analysis.;Four hundred and seventy full and part-time, matriculated adult students, who had completed less than 50 credits (68% of those surveyed) responded to a survey which measured 15 independent variables: three background variables (credits completed, enrollment status, and HSGPA); five environmental variables (encouragement, family responsibilities, finances, outside stress, and transfer opportunity); two academic variables (use of academic advisement and course availability); three attitudinal variables (satisfaction, school stress, and utility); GPA; and intent to persist.;The responses were analyzed in relationship to persistence for the Spring 1988 semester, using multiple regression and path analysis. The exogenous variables could be associated with the following amounts of variation in the endogenous variables: persistence (15 variables, R;In order of their total effects coefficients, through intent, the following variables had the five largest effects on persistence: intent, transfer (negative effect), utility, satisfaction and enrollment status.;Bean and Metzner's 1985 model of nontraditional student attrition described the process of persistence for the adult students very well. The attitudes of utility and satisfaction had positive effects on intent to persist, and school stress had a negative effect on intent to persist. Intent to persist had the largest, positive effect on actual persistence.;Grade point average had no relationship to persistence, due to the high mean GPA of the sample. The environmental variables affected the attitudinal variables, rather than having a direct effect on persistence as predicted by the model. School stress and credits completed had negative effects on intent, but positive effects on actual persistence. Enrollment status had a significant effect on persistence, with full-time students being more likely to persist.
机译：这项研究的目的是调查拿骚社区学院成年学生的坚持过程。背景，环境，学术和态度变量的影响； GPA；和坚持的意图进行了研究。采用Bean＆Metzner（1985）的非传统学生流失概念模型开发的模型作为分析框架; 470名全日制和非全日制预科成年学生，完成了少于50个学分（占总学分的68％）受访者回答了一项测量了15个独立变量的调查：三个背景变量（已完成学分，入学状况和HSGPA）；五个环境变量（鼓励，家庭责任，财务，外部压力和转移机会）；两个学术变量（使用学术建议和课程可用性）；三个态度变量（满意度，学校压力和效用）； GPA；使用多元回归和路径分析，分析了1988年春季学期与持久性之间的关系。外生变量可能与以下内生变量的变化量有关：持久性（15个变量，R；按照意图的总影响系数顺序，以下变量对持久性有五个最大影响：意图，转移（ Bean和Metzner 1985年的非传统学生流失模型很好地描述了成年学生的坚持过程，效用和满意度的态度对坚持意愿和学校压力有积极影响。持久性对持久性有负面影响，持久性对实际持久性具有最大的积极影响；由于样品的平均GPA较高，平均成绩与持久性没有关系，环境变量影响态度变量，而不是如模型所预测的那样对持久性产生直接影响。对意图有影响，但对实际持久性有积极影响。入学状况对持久性有重大影响，全日制学生更容易坚持。

著录项

  • 作者

    Hoyt, James J.;

  • 作者单位

    New York University.;

  • 授予单位 New York University.;
  • 学科 Education Community College.;Education Adult and Continuing.;Education Higher.
  • 学位 Ph.D.
  • 年度 1989
  • 页码 158 p.
  • 总页数 158
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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