Name
Title | ||
|---|---|---|
Self-regulated learning in transfer students: A case study of non-traditional students |
Abstract | ||
|---|---|---|
Nationwide, only 17% of community college students go on to complete a bachelor's degree within six years of enrolling at a community college and even a fewer number in the STEM fields. Community college students are more likely to be non-traditional, who are coincidentally comprised mostly of members of underrepresented groups. In this work, we examined the academic development of a cohort of non-traditional students as they transferred to an elite four-year institution from local community colleges. Drawing from educational and psychological research, we evaluated student motivation, resilience, and self-regulated learning habits throughout the first year of their transfer. The broader goal of this project is to better understand the self-regulated learning skills and motivation of non-traditional students from the point of transfer to degree completion. This in turn will foster the development of pedagogical techniques and support systems that are better suited for non-traditional students, with the ultimate goal of on-time degree completion and entrance into the STEM workforce. |
Year | DOI | Venue |
|---|---|---|
2015 | 10.1109/FIE.2015.7344390 | FIE |
Keywords | Field | DocType |
Non-traditional students,self-regulation,goal orientation,cohort models | Psychological resilience,Local community,Community college,Self-regulated learning,Elite,Sociology,Workforce,Engineering management,Psychological research,Mathematics education,Bachelor | Conference |
ISSN | Citations | PageRank |
0190-5848 | 0 | 0.34 |
References | Authors | |
2 | 3 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Hooshangi, S. | 1 | 1 | 1.50 |
| Jonathan Willford | 2 | 0 | 0.34 |
| Tara S. Behrend | 3 | 96 | 5.39 |