This study investigated college plans of a sample of students who transferred or voluntarily withdrew from college in order to ascertain if they differed on selected demographic and attitudinal variables. (IR)

Freshmen attitudes toward the chemistry curriculum were compared with their attitudes and academic career patterns after four years. Using discriminant analysis, it was possible to predict about 70 percent of those who would remain chemistry majors. (MSE)

The question of how to build a student body from a large applicant pool was addressed in a 1980 study of students at the University of Kansas School of Architecture and Urban Design from 1969-78. The results of the selection process are presented. (MLW)

In general, students receiving financial aid in their freshman year show greater academic persistence than nonreceivers, but increasing amounts of aid per semester have nonsignificant negative impacts on the number of semesters attended in a four-year period. Persistence may be hampered by increasing loan burdens on students. (MSE)

A five-scale instrument developed from a theoretical model of college attrition correctly identified the persistence/voluntary withdrawal decisions of 78.5 percent of 773 freshmen in a large, residential university. Findings showed that student relationships with faculty were particularly important. (Author/PHR)

Reviews the psychosocial factors associated with doctoral dissertation completion or delay. Examines the effects of two factors, procrastination and perfectionism, in greater detail and reports on a study of 142 education doctoral students and 97 graduates. Notes that educators should consider the role of these psychosocial factors as they help…

The experience of students withdrawing from a university in their first year is explored. Students' perceptions of the factors which influenced their withdrawal decisions are examined. Findings support the hypothesis that the main factor influencing withdrawal/persistence behavior is the degree to which students can adjust to the new academic and…

Investigates a prediction model of early withdrawal from school, using a sample of low socio-economic status (SES) boys (n=751), with emphasis on the role of peer-related variables. Reports that power of early disruptiveness and early academic performance predicted dropout; but the effects of these variables depended upon the dropout age. (CMK)

Asserting that graduation and stopout are "competing" or correlated events and that they often should be modeled as such, this study demonstrated that factors affecting timely graduation (e.g., financial aid) often have time-varying effects, and that ignoring these time-varying effects can lead to spurious conclusions that may result in…

A study of 352 social work students (predominantly from minority group backgrounds and admitted to an undergraduate social work program between 1980 and 1987) examined factors contributing to retention or attrition and possible strategies for reaching out to students at risk. The report is described, and the research methodology is presented as a…

Using discriminant analysis, a study examined (1) the extent to which the new Student Adjustment to College Questionnaire (SACQ) accurately predicts student departure for a private, comprehensive university (n=1,978 students); (2) SACQ items distinguishing nonpersisters; (3) use with an incoming class; and (4) evidence linking the SACQ with…

A survey of 30 withdrawing students and 85 graduates of health professions schools of a Canadian university found that program and curriculum dissatisfaction, uncertainty about educational and occupational goals, and stress associated with the profession were the most important reasons for voluntary withdrawal. Dropouts were typically older,…

A survey of 418 (61%) General College students (academically underprepared) demonstrated how differences on career decision-making self-efficacy, social and academic integration, and academic persistence differ according to individual and family characteristics. (SK)

This article reviews recent literature related to student retention. Since students from first generation and low income backgrounds are among the least likely to be retained through degree completion, institutional retention efforts must take the needs of such students into account if more equitable educational attainment rates are desired. (JM)

Reviews the literature on Indigenous Australian and other nontraditional student recruitment and retention, finding most current approaches to have limited, ad hoc aims and objectives. Recommends a comprehensive and integrated approach to recruiting and retaining these students. (EV)