Troubled Transitions into College and the Effects of a Small Intervention Course

David T. Mellor; Wesley R. Brooks; Steven A. Gray; Rebecca C. Jordan

doi:https://doi.org/10.1177/1521025115571102

Troubled Transitions into College and the Effects of a Small Intervention Course

David T. Mellor, Wesley R. Brooks, Steven A. Gray, Rebecca C. Jordan

School of Environmental and Biological Sciences, Human Ecology

Rutgers, The State University

Research output: Contribution to journal › Article › peer-review

9 Scopus citations

Abstract

Student attrition from colleges in the United States is a widespread phenomenon, posing real stresses to students, their families, and to universities. We examined the causes of poor academic performance in students' first semester through interviews and questionnaires and administered a small intervention course to freshmen on academic probation the following semester. This intervention had a modest positive effect on retention and academic self-efficacy but not on locus of control or grade point average. Finally, the 10% lower attrition rate among the students in our Portals to Academic Student Success courses suggests that small-scale interventions can mitigate attrition among students who later prove an ability to continue matriculating.

Original language	English (US)
Pages (from-to)	44-63
Number of pages	20
Journal	Journal of College Student Retention: Research, Theory and Practice
Volume	17
Issue number	1
DOIs	https://doi.org/10.1177/1521025115571102
State	Published - May 1 2015

ASJC Scopus subject areas

Education

Keywords

Undergraduates
at-risk
retention

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Troubled Transitions into College and the Effects of a Small Intervention Course

Abstract

ASJC Scopus subject areas

Keywords

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