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AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 1 Comparing the Academic Transition of Freshmen.

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Presentation on theme: "AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 1 Comparing the Academic Transition of Freshmen."— Presentation transcript:

1 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 1 Comparing the Academic Transition of Freshmen and Transfer Students in the Research University Presented to the Annual Forum of the Association for Institutional Research San Diego, CA May 31, 2005 William Armstrong Heidi Carty University of California, San Diego /

2 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 2 Research Issues Nationally, high school grades for 2004 freshman class continue to rise Increasing GPAs Among New Transfers Academic self-concept and confidence are declining Concept of “Transfer Shock” Factors facilitating transition to University

3 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 3 Research Questions What have been the trends over the last decade in student preparation for the University? What are the changes in academic self- concept and self-confidence over the first college year for freshmen and transfers? What factors help to explain variance in adjustment to and success in college over the first college year?

4 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 4 Method Two surveys given to an entering cohort of first time students –CIRP: Orientation –Your First College Year (YFCY) Files matched to gather longitudinal data on a subset of entering cohort Comparison of changes over first year Factor analysis of YFCY

5 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 5 Background Nationally high school grades reported by the nation’s 2002 freshman class continue to rise, academic self-concept and confidence are declining (HERI, 2002) Similar trend at UCSD Examine trends to identify and explain change over time

6 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 6 Changing Attitudes, Beliefs, Behaviors of New UCSD Freshmen Data Source: HERI/UCLA Freshman Survey, and Longitudinal Data from the Your First College Year (YFCY) Survey Comparison of 1991 (N=2,037) and 2002 (N=3,789) Freshman Cohorts Change over first year using data from 1,220 CIRP-YFCY respondents Reasons for Choosing UCSD Financial Concerns Academic Performance and Engagement Perceptions on Academic Ability and Intellectual Self-Confidence Emotional Health Shifts in Social and Political Views Choice of Major

7 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 7 ACADEMIC PERFORMANCE AND ENGAGEMENT Grades and test scores are higher, but confidence is lower Grades and test scores are higher, but confidence is lower Academic disengagement higherAcademic disengagement higher

8 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 8

9 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego Cohort

10 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 10 Your First College Year Survey

11 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 11 All Respondents

12 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 12 All Respondents

13 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 13 Your First College Year Survey

14 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 14 All Respondents

15 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 15 Your First College Year Survey

16 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 16 All Respondents

17 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 17 Your First College Year Survey

18 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 18 All Respondents

19 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 19 UCSD Freshmen Higher levels of academic preparation More selective Studying less, more frequently bored in class (high school) Confidence is lower Stress is higher High academic aspirations

20 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 20 CIRP YFCY Cohort Factor Analysis Identified 21 Factors from YFCY Questionnaire Parallel findings from HERI Scale scores derived Used as environmental proxies to examine impact on dependent variables

21 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 21 Factors and Corresponding Cronbach’s Alpha RELIGIOUSNESS AND SPIRITUALITY (.85) SELF CONCEPT (.83) SOCIAL SELF VIEW' (.79) ACADEMIC MOTIVATION (.70) EMOTIONAL INTERPERSONAL (.67) SATISFACTION WITH COLLEGE EXPERIENCE (.78) CIVIC ENGAGEMENT/ACTIVITY (.83) CHANGE IN UNDERSTANDING OF NATIONAL AND WORLD ISSUES(.82) COGNITIVE DEVELOPMENT(.82) ARTISTIC ABILITIES (.75) SOCIAL PARTYING (.71) LIFE GOAL: AUTHORITY: RESPONSIBLITY, AND STATUS (.73) POOR EMOTIONAL AND SOCIAL ADJUSTMENT TO COLLEGE(.70) POLITICAL ORIENTATION AND ENGAGEMENT (.75) ACADEMIC SUCCESS (.75) CONTACT WITH FACULTY AND STAFF(.58) DEVELOPMENT OF WRITING(.68) ACADEMIC DISENGAGEMENT (.61) STUDENT FOCUSED CLASSROOM PRACTICES (.63) ELECTRONIC AND TECH RELATED ACTIVITIES (.57) SELF RATED COOPERATIVENESS AND AWARENESS (.57) NON ACADEMIC COMMITMENTS (.56) PHYSICAL HEALTH AND ACTIVITY (.57) SATISFACTION WITH PHYSICAL ACADEMIC ENVIRONMENT (.47) MATEHMATICS AND SCIENCE FOCUS (.51)

22 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 22

23 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 23 IEO MODEL: Dependent Variables: GPA and Interaction of GPA and Units

24 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 24 Approach and Findings

25 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 25 Findings (continued)

26 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 26 IEO MODEL: Academic Success Input Variables –HS GPA –SAT Composite –YFCY Factor Scales Academic Motivation Cooperativeness Social Self View Disengagement Social Adjustment to College Environmental –College –Activities (technology, exercise, clubs, etc) –Pedagogy (student centered, math and science focus)

27 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 27 Findings: Academic Success Final Model R-square:.62Beta HS GPA.082 SAT II Achievement.103 Academic Motivation.388 College Satisfaction.182 Social Self View-.113 College A-.083 Academic Disengagement-.181 Technology Activities-.108 Poor Emotional Adjustment-.063 Math and Science Focus.072 Physical Health and Activity.068

28 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 28 Retention Logistic Regression –DV: One Year Retention = 1 »Not Retained = 0 Low Variance of dependent variable (95% retained) SAT Math Significant at.05

29 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 29 Summary After controlling for pre-test variables certain behavioral and environmental variables explained variance in three of the DV’s –Academic Motivation (+) –Disengagement(-) –College of Attendance(+,-) –Math and Science Focus(+) –Partying(-) –Electronic and Tech related activities(-) –Non academic commitments (-)

30 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 30

31 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 31

32 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 32

33 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 33 Transfer Students

34 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 34 Transfer Students

35 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 35

36 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 36

37 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 37

38 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 38

39 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 39

40 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 40

41 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 41

42 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 42

43 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 43

44 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 44

45 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 45

46 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 46

47 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 47

48 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 48 Your First College Year Survey

49 AIR 2005 Student Research & Information Student Affairs William Armstrong, PhD & Heidi Carty, PhD UC San Diego 49 All Respondents


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