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Does A Change in Course Registration...

Blum, Bart Alan.

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Does A Change in Course Registration Method Between Origin School and Destination School Impact Transfer Student Success?.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Does A Change in Course Registration Method Between Origin School and Destination School Impact Transfer Student Success?./
作者:	Blum, Bart Alan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	99 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10608969
ISBN:	9781369801019

Does A Change in Course Registration Method Between Origin School and Destination School Impact Transfer Student Success?.
Blum, Bart Alan.

Does A Change in Course Registration Method Between Origin School and Destination School Impact Transfer Student Success?. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 99 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Robert Morris University, 2017.

Students may experience one level of control over course registration at their origin school but may experience more or less control over course registration after transferring to their destination school. This study, using the framework of Control Theory (Glasser, 1984), sought to determine if a correlation existed between change in control and changes in transfer student success or failure. Specifically, this study sought to determine which type of change in control was more strongly correlated with student success and which was more strongly correlated with student failure.

ISBN: 9781369801019Subjects--Topical Terms:

543202
Adult education.

Does A Change in Course Registration Method Between Origin School and Destination School Impact Transfer Student Success?.
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520 $a Students may experience one level of control over course registration at their origin school but may experience more or less control over course registration after transferring to their destination school. This study, using the framework of Control Theory (Glasser, 1984), sought to determine if a correlation existed between change in control and changes in transfer student success or failure. Specifically, this study sought to determine which type of change in control was more strongly correlated with student success and which was more strongly correlated with student failure.
520 $a Transfer students have several obstacles to success. Most notably, transfer shock (Hills, 1965) refers to a temporary drop in GPA as transfer students are required to learn a new academic and social environment at their destination school. If transfer students experience enough frustration to cause them to drop-out, they may be burdened with student loans they are not well-educated enough to repay (Dwyer, Hodson & McCloud, 2013; Trostel, 2010).
520 $a The results of this study concluded that students who had control over course registration at their origin school did not experience a significant change in GPA or significant rates of academic success or failure regardless of control at the destination school. However, students who had no control over course registration at their origin school experienced a significant decrease in GPA and significant rates of academic failure when required to take control over course registration at the destination school. Conversely, students who had no control over course registration at their origin school experienced a significant increase in GPA and significant rates of academic success when they maintained a lack of control over course registration at the destination school.
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