AFTER TRANSFER: THE ENGAGEMENT OF COMMUNITY COLLEGE STUDENTS AT A FOUR-YEAR COLLEGIATE INSTITUTION
AFTER TRANSFER: THE ENGAGEMENT OF COMMUNITY COLLEGE STUDENTS AT A FOUR-YEAR COLLEGIATE INSTITUTION
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DOI：
10.1080/10668920701831522
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发表时间：
2010-01-01
影响因子：
1
通讯作者：
McKitrick, Sean A.
中科院分区：
文献类型：
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作者：
Ishitani, Terry T.;McKitrick, Sean A.
本研究旨在探讨四年制社区大学转学生与本地学生的教育经验有何不同。研究样本包括本地学生和社区学院转学生，他们被进一步划分为入学时间的研究机构。从全国学生参与度调查（NSSE）的基准被用来评估学生的大学经验的水平。在控制了各种解释变量后，进入高级机构的入学时间在学生参与度方面存在显着差异。此外，入学状况，如全日制和非全日制学生的教育参与水平的影响最大，无论学生类型。
This study investigated how educational experiences between community college transfer students and native students differed at a four-year institution. The study sample included groups of native students and community college transfer students, who were further divided by timing of matriculation to the study institution. Benchmarks from National Survey of Student Engagement (NSSE) were used to assess the levels of students' collegiate experiences. After controlling for various explanatory variables, timing of matriculation to the senior institution showed significant differences in student engagement. Moreover, enrollment status, such as full-and part-time presented the largest effects on the levels of students' educational involvement regardless of student type.