From Community College Attendants to Baccalaureate Recipients: A Planned Behavior Model for Transfer Students in STEM Fields of Study
From Community College Attendants to Baccalaureate Recipients: A Planned Behavior Model for Transfer Students in STEM Fields of Study
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从社区大学服务员到学士学位获得者：STEM 学习领域转学生的计划行为模型
DOI：
10.1080/00221546.2018.1536935
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
J. Connolly
中科院分区：
文献类型：
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作者：
Y. Zhang;Maria Adamuti;J. Connolly
摘要本研究以计划行为理论（Theory of Planned Behavior，TPB）为指导，旨在了解社区大学转学生的STEM学位获得行为是如何被他们的信念、意图、情境因素和社会人口特征所塑造的。这项研究利用了2002年教育纵向研究（ELS：2002）的数据。样本包括1，761名学生，他们在两年制机构开始中学后教育，并在他们的学术生涯后期参加了4年制大学。我们采用结构方程模型（SEM）开发一个完全指定的模型的STEM学士学位的转学生实现。研究结果强调了性别，种族/民族和社会经济地位对STEM学位获得的重大影响。此外，我们区分转学生的意图追求STEM研究领域的意图获得学士学位，并发现这两种意图对STEM学士学位的获得有显着的影响。最后，研究结果表明，大学变量，如采取补救数学课程，大学GPA，和学生贷款，对STEM学位的获得有显着影响。
ABSTRACT Guided by the Theory of Planned Behavior (TPB) (Fishbein & Ajzen, 2010), our study aims to understand how community college transfer students’ STEM degree attainment behavior is shaped by their beliefs, intentions, contextual factors and social-demographic characteristics. This study drew upon data from the Education Longitudinal Study of 2002 (ELS: 2002). The sample includes 1,761 students who began postsecondary education at a 2-year institution and attended a 4-year university later in their academic career. We employed structural equation modeling (SEM) to develop a fully specified model of STEM baccalaureate degree attainment for the transfer students. The findings of the study highlight the significant impact of gender, race/ethnicity, and socioeconomic status on STEM degree attainment. Additionally, we distinguished transfer students’ intention to pursue a STEM field of study from intention to obtain a bachelor’s degree and found both intentions had significant effects on STEM baccalaureate degree attainment. Finally, the study findings show that college variables, such as taking remedial math courses, college GPA, and student loans, have significant effects on STEM degree attainment.