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dc.contributor.authorSchwehm, Jeremy Stephen
dc.date.accessioned2014-03-04T20:25:06Z
dc.date.available2014-03-04T20:25:06Z
dc.date.issued2011-12
dc.identifier.otherschwehm_jeremy_s_201112_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/schwehm_jeremy_s_201112_phd
dc.identifier.urihttp://hdl.handle.net/10724/27809
dc.description.abstractThe dual purpose of this quantitative study was to provide a comprehensive descriptive profile of an adult vertical transfer student population and to identify precollege characteristics and community college experiences that influence the academic and social adjustment process of these students at the university. Data were collected on adult vertical transfer student demographic information, community college experiences, and experiences with academic and social adjustment at the university. The 409 participants in this study were aged 25 years or over at the time of community college attendance and had completed the equivalent of 12 semester hours or above of community college coursework with the intent of transferring credits to a university. Four research questions were examined in this study using descriptive statistics, ANOVA, simple linear regression, and multiple linear regression. The results of the descriptive analysis showed that the demographic profile that fit the largest group of adult vertical transfer students in this study was a 33 year old white, female, continuing-generation college student with a yearly income below $29,000. Survey results showed community college GPA to be the most influential variable in predicting university GPA, and level of perceived classroom involvement at the community college was the most influential variable in predicting academic self-efficacy. Level of classroom involvement at the community college was also the most influential variable in predicting social adjustment at the university. The four major conclusions of this study were: (a) environmental variables had little impact on the ability of adult transfer students to participate in academic or social activities; (b) classroom involvement influenced both academic and social adjustment at the university; (c) community college GPA was the most influential variable in predicting university success; and (d) adult students did not fit the common descriptive profile of vertical transfer students.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectadult education
dc.subjectcommunity college transfer
dc.subjectadult vertical transfer student
dc.subjectvertical transfer
dc.subjectcommunity college
dc.subjectadult student adjustment
dc.subjecttransfer student adjustment
dc.subjectacademic adjustment
dc.subjectsocial adjustment
dc.subjectacademic self-efficacy
dc.subjectperceived cohesion
dc.subjectconnecting classroom
dc.subjectclassroom involvement
dc.subjecttransfer student persistence
dc.subjecttransfer barriers
dc.subjectstudent involvement theory
dc.subjectstudent departure theory
dc.subjectmodel of nontraditional student attrition
dc.titleThe impact of precollege characteristics and community college factors on the academic and social adjustment of adult vertical transfer students
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentLifelong Education, Administration, and Policy
dc.description.majorAdult Education
dc.description.advisorLorilee R. Sandmann
dc.description.committeeLorilee R. Sandmann
dc.description.committeeDesna L. Wallin
dc.description.committeeJohn Schell
dc.description.committeeKhalil M. Dirani
dc.description.committeeLaura L. Bierema


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