Early Academic Momentum: Factors Contributing to Community College Transfer Students’ STEM Degree Attainment
Early Academic Momentum: Factors Contributing to Community College Transfer Students’ STEM Degree Attainment
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DOI：
10.1177/1521025119881130
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发表时间：
2019-10
期刊：
影响因子：
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通讯作者：
Y. Zhang
中科院分区：
文献类型：
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作者：
Y. Zhang
本研究在学术动量概念的指导下，从一所大型公立四年制研究型大学的纵向成绩单中提取数据，并考察了社区学院转校生学业动量的具体影响因素。它还探索了早期的学术势头以及学生的社会人口学特征如何影响科学、技术、工程和数学(STEM)研究领域的学位获得。本研究通过多项Logistic回归分析发现，某些学生的背景特征(即性别、年龄和家庭收入)、社区学院的学业成就(即副学士学位的完成程度和社区大学接受的学分数量)、以及在四年制大学的早期学习表现(数学和英语准备、尝试的学分时数和第一学期的平均绩点)与转学学生获得STEM学位的可能性显著相关。这些发现提供了关于学术势头的新知识，并可用于加强社区大学完成STEM学位的途径。
Guided by the notion of academic momentum, this study drew data from longitudinal transcript records at a large public 4-year research university and examined factors that specifically contribute to community college transfer students’ academic momentum. It also explored how early academic momentum along with students’ sociodemographic characteristics impact degree attainment in science, technology, engineering, and mathematics (STEM) fields of study. This study conducted multinomial logistic regression analysis and found that certain students’ background characteristics (i.e., gender, age, and family income), community college academic achievement (i.e., associate degree completion, and number of community college credits accepted), and early academic performance at the 4-year university (math and English preparedness, number of credit hours attempted, and first-semester grade point average) were significantly related to transfer students’ likelihood of obtaining a STEM degree. The findings provide new knowledge about academic momentum and could be used to enhance the community college pathway to STEM degree completion.