Early Engagement and Academic Outcomes of First-Year Students at UNC Charlotte. CEME Technical Report. CEMETR-2013-01
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| Title: | Early Engagement and Academic Outcomes of First-Year Students at UNC Charlotte. CEME Technical Report. CEMETR-2013-01 |
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| Language: | English |
| Authors: | Dika, Sandra L., D'Amico, Mark M., Elling, Theodore W., Algozzine, Bob, Foxx, Krystal, Harden, Dia, University of North Carolina at Charlotte, Center for Educational Measurement and Evaluation (CEME) |
| Source: | Center for Educational Measurement and Evaluation. 2013. |
| Availability: | Center for Educational Measurement and Evaluation. Department of Educational Leadership, UNC Charlotte, 9201 University City Blvd., Charlotte, NC 28223. Tel: 704-687-8867; Fax: 704-687-1629; e-mail: ceme-coed@uncc.edu; Web site: https://ceme.charlotte.edu/ |
| Peer Reviewed: | N |
| Page Count: | 7 |
| Publication Date: | 2013 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learner Engagement, Outcomes of Education, College Freshmen, Student Experience, Predictor Variables, Student Characteristics |
| Geographic Terms: | North Carolina (Charlotte) |
| Abstract: | The purpose of this study was to identify how pre-entry attributes, goals, and institutional experiences related to the early integration of first-year students attending the UNC Charlotte. This exploration of early integration and academic outcomes of first-year students uses Tinto's (1993) Longitudinal Model of Institutional Departure as the theory upon which to select and categorize relevant variables according to the key elements (pre-entry attributes, goals, experiences, and integration). Furthermore, pre-entry attributes, goals, institutional experiences, and perceived early academic and social fit/integration were used to predict multiple student outcomes. The study asked: (1) To what extent are elements from Tinto's Model related to indicators of early academic and social fit for first-year students at UNC Charlotte?; and (2) To what extent are elements from Tinto's Model including early academic and social integration, predicting student outcomes measured by second- and third-semester enrollment, first- and second-semester GPA, and first- and second-semester earned-hours ratios of first-year students at UNC Charlotte? The UNC Charlotte's Division of Student Affairs administered the Evaluating Academic Success Effectively (EASE) survey, which provided data on first-year students six weeks after arriving at the University for their initial college experience. The findings showed that perceived preparation in writing papers, perceived family support, participation in class, first-generation status, and participation in a club or sport are significant positive predictors for both types of fit--early academic and social. Additionally, math preparation was significant for academic fit, and studying with peers outside of class was significant for social fit. Predicted GPA (a measure used in the admission process at UNC Charlotte), perceived preparation in math, family support, participation in a club or support, perceived academic fit, and perceived social fit were all positive predictors for multiple outcome measures. Being male, first generation, and social fit were all negative predictors for multiple outcomes. The social fit finding is negative for GPA, but positive for the likelihood of returning to college. |
| Abstractor: | ERIC |
| Entry Date: | 2023 |
| Accession Number: | ED627327 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to identify how pre-entry attributes, goals, and institutional experiences related to the early integration of first-year students attending the UNC Charlotte. This exploration of early integration and academic outcomes of first-year students uses Tinto's (1993) Longitudinal Model of Institutional Departure as the theory upon which to select and categorize relevant variables according to the key elements (pre-entry attributes, goals, experiences, and integration). Furthermore, pre-entry attributes, goals, institutional experiences, and perceived early academic and social fit/integration were used to predict multiple student outcomes. The study asked: (1) To what extent are elements from Tinto's Model related to indicators of early academic and social fit for first-year students at UNC Charlotte?; and (2) To what extent are elements from Tinto's Model including early academic and social integration, predicting student outcomes measured by second- and third-semester enrollment, first- and second-semester GPA, and first- and second-semester earned-hours ratios of first-year students at UNC Charlotte? The UNC Charlotte's Division of Student Affairs administered the Evaluating Academic Success Effectively (EASE) survey, which provided data on first-year students six weeks after arriving at the University for their initial college experience. The findings showed that perceived preparation in writing papers, perceived family support, participation in class, first-generation status, and participation in a club or sport are significant positive predictors for both types of fit--early academic and social. Additionally, math preparation was significant for academic fit, and studying with peers outside of class was significant for social fit. Predicted GPA (a measure used in the admission process at UNC Charlotte), perceived preparation in math, family support, participation in a club or support, perceived academic fit, and perceived social fit were all positive predictors for multiple outcome measures. Being male, first generation, and social fit were all negative predictors for multiple outcomes. The social fit finding is negative for GPA, but positive for the likelihood of returning to college. |
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