Assessed relationship of academic self-appraisal variables to Black students' college grade performance and persistence. Findings from 415 Black college freshmen revealed that expectations regarding grade performance and concerns about specific learning skills were related to college grade performance and persistence, supporting usefulness of…

An attempt is made to clarify the term "commitment" by using data from a case study of teacher-initiated innovation to focus upon how teachers redefined their commitment over time. Analysis indicates that teachers' commitment is multidirectional and multifaceted, with different aspects gaining prominence depending upon individual life…

Surveyed nontraditional college students (those over age 25) concerning barriers encountered in pursuit of their college education. Findings from 100 nontraditional students suggest that older students have needs which are not addressed by institutions. Greatest identified hindrances to degree attainment were financial problems and academic…

High School and Beyond data show that blacks are more likely to continue high school and attend college than whites with similar test scores. Black school leavers had far lower employment rates than comparable whites. Multinomial logit estimates suggest fewer job opportunities for blacks as a partial explanation. (SK)

Analysis of data from the 1987 National Postsecondary Student Aid Study indicated: (1) within-year student persistence was influenced by tuition amount; (2) tuition charges were negatively associated with within-year persistence in both public and private colleges; and (3) grant aid was positively associated with persistence in private colleges…

Describes a survey of 900 community college faculty in 11 southern states regarding the effects of role ambiguity, role conflict, and 10 job satisfaction factors on their propensity to leave their jobs. Indicates that turnover intent increased as satisfaction with growth opportunities, salary, work, policy, administration, and supervision…

Used Tinto's theory of departure to study persisting and nonpersisting students at large community college. Student Involvement Questionnaire III was completed by 521 persisting and 245 nonpersisting students. Results revealed that, compared to nonpersisters, persisters had greater academic integration, goal and institutional commitment, and…

A study investigated the retention, academic success, and progress of 97 returning adult university students, assessing the effects of background characteristics, goals and commitments, interaction within the institution, and external factors. Interaction within the institution in the form of academic advising was found to have the most…

Adult students in three distance education programs completed the Distance Education Student Progress Inventory. Social and academic integration had a significant effect on academic achievement and persistence. Successful part timers were able to integrate school, work, family, and social demands; those who had difficulties often blamed external…

Responses from 282 of 580 marketing and 193 of 348 health occupations teachers showed that the intrinsic rewards of significance and involvement predicted commitment for both groups. Marketing educators valued extrinsic factors of supervision, promotion, and coworkers, whereas health occupations teachers chose working conditions as the most…

A study of first-year University of South Carolina students indicating interest in a orientation course found that of the 77 enrolling and 80 not allowed to enroll, a higher retention rate was found among enrollees. Results indicate the course is successful in increasing retention rates among interested students. (Author/MSE)

A study investigated whether determinants of college students' decisions to withdraw from an institution are similar to those affecting decisions to transfer to other institutions. Subjects (n=2,954) were entering freshmen at a state university. Results indicated different factors discriminated between persisters and dropouts and between…

A study of late registration among community college students (n=almost 39,000 class registrations) found that late registrants were more likely to complete courses than those who registered in a timely fashion, and there was no appreciable difference in the two groups' academic performance. (MSE)

Conducted meta-analysis of studies examining student financial aid and persistence relationship to determine whether financial aid promotes student persistence in higher education. Found financial aid was important factor affecting persistence and promoting persistence among minority groups, with the dollar amount having significant positive…

Examined factors affecting persistence/attrition of college students (n=301) at high risk for dropping out who were enrolled in personal and academic development seminars. Findings revealed that student demographic and retention characteristics, rather than stress coping resources, appeared to be most useful in predicting attrition. Findings…