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Distinguishing Differences in the Academic Motivation of Entering and Persisting Transfer Students

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Transfer students make up a significant portion of the student body in higher education today; yet, representation of their college experiences and outcomes in the literature seems sparse. This study explored transfer students to determine whether their level of engagement and belonging in college was related to their academic motivation. We further tested to ascertain differences between transfer students at the beginning of their time at a new institution (entering transfer students) with those who were continuing at their institution (persisting transfer students). Overall, engagement and belonging or attachment were positively related to transfer students' academic motivation. These findings are further discussed along with implications for practice.
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Document Type: Research Article

Publication date: September 1, 2015

More about this publication?
  • The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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