The purpose of this study is to examine the degree that community college student persistence could be predicted by social integration, academic integration, educational objectives, and intent to reenroll. The study replicates Bers and Smith's (1991) as in the original study, the operationalized 30-item questionnaire and Current Student Survey (CSS) was distributed. The study population consisted of a random selection of community college students from three campuses of one college. Four hundred fifty surveys were distributed, 245 were returned and 134 were completed. From the factor analysis, a five-factor solution was produced from the 134 completed surveys.
A discriminant function analysis was completed. The interrelationship among the independent variables was not significant, ruling out multicollinerity. The Box's M test was not significant; confirming homogeneity of variance. A significant difference between the groups was observed. Standardized canonical discriminant function coefficients indicate that the two groups of students differ most sharply in Intent to Reenroll (1.117), Academic Integration (-.410) and Gender (-.204). Intent to Reenroll (.914), Institutional/Goal Commitment (.427), and Educational Objective (-.272) are most closely associated with the discriminant function. Thus, these variables are the most important in differentiating the two groups of students.
Suggestions for future research include exploring influences that impact the intentions of community college students.
|Commitee:||Cuevas, Nuria, Dotolo, Lawrence, Higgins, Phyllis, Neuberger, Carmen|
|School:||The George Washington University|
|Department:||Education and Human Development|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 69/09, Dissertation Abstracts International|
|Subjects:||Community college education, Educational psychology|
|Keywords:||Academic integration, Community college student, Educational objectives, Intent, Persistence, Social integration|
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