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WHAT FACTORS INFLUENCE STUDENT PERSISTENCE IN THE COMMUNITY
COLLEGE SETTING?
by
Mikiko Aoyagi Nakajima
________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Mikiko Aoyagi Nakajima
Object Description
| Title | What factors influence student persistence in the community college setting? |
| Author | Nakajima, Mikiko Aoyagi |
| Author email | maoyagi@csulb.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-06-16 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-07-11 |
| Advisor (committee chair) | Myron Dembo |
| Advisor (committee member) |
Mossler, Ron Clark, Ginger |
| Abstract | The purpose of the current study was to extend the research on student persistence in community college by investigating factors likely to influence student's decision to drop out or stay in school. Specifically, this study examined demographic, financial, academic, academic integration (i.e., faculty-student interaction), and psychosocial variables (i.e., goals and self-efficacy) and its relationship to student persistence.; A sample of 427 community college students completed a 63-item survey assessing psychosocial variables (i.e., self-efficacy and goals) and the academic integration variable (i.e., student-faculty interaction), and number of background variables (i.e., demographic, financial, and academic). In addition, student retention was measured through college enrollment the following semester.; Results of this study revealed that cumulative GPA was the strongest predicting variable for student persistence. Students who had higher cumulative GPA were twice as likely to stay in college. In addition to cumulative GPA, both enrollment units and English proficiency were predicting factors for students to persist in their education. However, contrary to expectations, none of the academic integration or psychosocial variables were predictors of student persistence among the students. Nonetheless, the study also revealed that almost all of the variables interrelate with one another. Both goals and self-efficacy were significantly correlated with cumulative GPA, which in turn predicted student persistence. Faculty-student interaction was also significantly correlated with enrollment units, which in turn predicted student persistence. Therefore, the results indicated the importance of investigating multiple factors in the effort to solve the problem with student persistence in community college. |
| Keyword | student retention; persistence; community college |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1333 |
| Rights | Nakajima, Mikiko Aoyagi |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Nakajima-20080711 |
| Archival file | uscthesesreloadpub_Volume32/etd-Nakajima-20080711.pdf |
Description
| Title | Page 1 |
| Full text | WHAT FACTORS INFLUENCE STUDENT PERSISTENCE IN THE COMMUNITY COLLEGE SETTING? by Mikiko Aoyagi Nakajima ________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION August 2008 Copyright 2008 Mikiko Aoyagi Nakajima |
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