What Is Academic Momentum? And Does It Matter?
What Is Academic Momentum? And Does It Matter?
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DOI：
10.3102/0162373711421958
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发表时间：
2012-03-01
影响因子：
3.4
通讯作者：
Reisel, Liza
中科院分区：
文献类型：
--
作者：
Attewell, Paul;Heil, Scott;Reisel, Liza
学术动力观点表明，本科生最初在大学的进步速度会显着影响他们完成学位的可能性，这种影响与高中学业准备和家庭社会经济地位的影响不同。本科成绩单数据的增长曲线模型表明，大学第一学期尝试的学分数量设定了影响以后完成学位机会的轨迹。解决选择偏见的几种技术表明，高中和大学入学之间的延迟，以及在第一学期尝试较低的课程负担（非全日制出勤），与较低的学位完成率相关，而在大一后参加暑期学校与明显更好的毕业机会相关。总之，动量理论的核心主张得到了支持。
The academic momentum perspective suggests that the speed with which undergraduates initially progress in college significantly affects their likelihood of completing a degree, an effect separate from those of high school academic preparation and family socioeconomic status. Growth curve modeling of undergraduate transcript data reveals that the number of credits attempted in the first semester of college sets a trajectory that influences later chances of degree completion. Several techniques addressing selection bias indicate that delay between high school and starting college, and also attempting a low course load in the first semester (part-time attendance), are associated with lower degree completion, while attending summer school after freshman year is associated with significantly better graduation chances. In sum, the central claims of momentum theory are supported.