Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
612-822-4611

  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Psychosocial Variables Influencing the University Transition and Long-Term Academic Achievement of Community College Transfer Students.

Psychosocial Variables Influencing the University Transition and Long-Term Academic Achievement of Community College Transfer Students.

Alexander, Sereeta Estee

Paperback

General Psychology

Currently unavailable to order

ISBN10: 124366200X
ISBN13: 9781243662002
Publisher: Proquest Umi Dissertation Pub
Pages: 84
Weight: 0.37
Height: 0.17 Width: 7.44 Depth: 9.69
Language: English
Students who transfer to a university from a community college face social and academic challenges upon arrival at their 4-year institution (Laanan, 2007). Such challenges include contending with negative stereotypes about their intellectual abilities and experiencing rejection in the form of exclusion and negative judgment---all of which is stigmatizing (Alexander, Ellis, & Mendoza-Denton, 2009). The current research is a 2-year longitudinal study of 60 community college transfer students as they begin and near completion of their university-level education; participants' daily experiences were captured during their first month at the university and academic data were collected across four semesters. Drawing from literature on other stigmatized college populations, this study is focused on psychosocial variables and their influence on well-being, institutional belonging, and academic achievement (cf. Mendoza-Denton, Purdie, Downey, Davis, & Pietrzak, 2002). Using a within-group individual differences paradigm, status-based rejection sensitivity (i.e., the anxious expectation of being rejected as a result of possessing a potentially stigmatizing characteristic) is generalized to transfer students in the university setting. Results indicated that transfer-based rejection sensitivity is negatively associated with feelings of belonging to the university and psychological well-being during the first-month university transition period. Further, such outcomes are moderated by how important being a transfer student is to an individual's self concept (i.e., transfer identity) and by students' academic classification as either a science and math major or a non-science and non-math major. Transfer-based rejection sensitivity was not found to predict long-term academic achievement, which was instead associated only with students' academic major classification. The implications of these results are discussed.

Also in

General Psychology

View All