1. Top of page
  2. Abstract

(Higher Education Abstracts publishes abstracts exclusively. Therefore, to see this abstract, please click the “View Full Article (HTML)” or “Get PDF” link.)

Goenner, C. F., Harris, M., & Pauls, K.Survival of the Fittest: What Do Early Behaviors Tell Us About Student Outcomes?Journal of College Student Development, 2013, 54 (January-February) pp. 43-61.

At a public research university, first-time, first-year students were tracked to determine the impact of participating in a college fair, visiting the campus before enrollment, and attending an on-campus welcome weekend on the students' length of enrollment at the university. The results revealed that, controlling for gender, race, ACT scores, high school grades, state of residency, and family income, the time enrolled increased by 33 percent for the students who attended a college fair, by 18 percent for those who participated in a welcome weekend, and by 6 percent for those who visited the campus. (25 ref)—Department of Economics, University of North Dakota.

Hachey, A. C., Wladis, C. W., & Conway, K. M.Balancing Retention and Access in Online Courses: Restricting Enrollment … Is It Worth the Cost?Journal of College Student Retention, 2013-2014, 15 (1) pp. 9-36.

Using institutional data from a large, urban community college that had an open-enrollment policy in its online courses, the effects of a grade-point average (GPA) requirement for online enrollment were examined. The results failed to show any difference in the attrition rates in online courses when minimum GPAs of 2.0 to 2.5 was imposed. A GPA of at least 3.0 was needed before a significant reduction in the attrition rate was observed. Because a 3.0 GPA requirement would exclude 58 percent of the college's online population from taking courses, this requirement was not deemed practical. (69 ref)—Borough of Manhattan Community College, City University of New York.

Schreiner, L. A., & Nelson, D. D.The Contribution of Student Satisfaction to Persistence. Journal of College Student Retention, 2013-2014, 15 (1) pp. 73-111.

In a study of the role of student satisfaction on persistence the following year, data from 29,383 students who completed the Student Satisfaction Inventory at 61 public and private four-year institutions were analyzed. Grade-point average (GPA) and attending one's first-choice institution positively predicted institutional satisfaction, while being African American emerged as a negative predictor. Persistence was positively predicted by GPA, attendance at a selective institution, and satisfaction with the campus climate. (66 ref)—Point Loma Nazarene University.

Suhre, C. J. M., Jansen, E. P. W. A., & Torenbeek, M.Determinants of Timely Completion: The Impact of Bachelor's Degree Programme Characteristics and Student Motivation on Study Progress. Higher Education Research and Development, 2013, 32 (June) pp. 479-492.

At a Dutch law school, 168 full-time students were tracked to determine the predictors of timely degree completion. The results revealed that the secondary-school grades and goal setting were positively correlated with timely completion, while fear of failure displayed a negative correlation. The transparency of the exam procedure was the most influential program characteristic, having a positive effect on timely degree completion. (19 ref)—Center for Teaching and Learning, University of Groningen, Netherlands.