Limited theoretical research exists regarding attrition of nontraditional (older, part-time, commuter) students on American college and university campuses today. Thus, when colleges or universities seek to improve programs specifically designed for such students, there is no broad research base on which to rely. The present study sought to determine if there were differences, especially ones the institution could do something about, between non-traditional students who left such a program and those who completed it. A conceptual model of non-traditional student attrition, developed by adult educators/researchers, Drs. John Bean and Barbara Metzner, provided the theoretical base for the study. Data were obtained from 80 questions on a survey mailed to 469 leavers and finishers in the Eastern Oregon State College External Degree Program. The questions represented four variable categories of the Bean/Metzner model: (1) background, (2) defining, (3) academic, and (4) environmental, and psychological (satisfaction) and academic outcomes. Of the 402 deliverable surveys, 82% were returned from 112 leavers and 204 finishers. Chi-square and t-tests of significance provided little differentiation between leavers and finishers on background and defining variables. For example, leavers and finishers were similar in age (most were 44-46 years); the majority were Caucasian, married, and had children; lived in Oregon communities of less than 50,000 population within 60 miles of post-secondary institution (not necessarily Eastern Oregon State College); had performed well (3.00-3.49 GPA) in high school; and were employed outside the home at least 30 hours a week. Differences in the leavers and finishers' educational goals (a background variable) and the grade level at which they entered the Program (a defining variable) were statistically significant at p

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The primary purpose of this research study was to determine if scores from a measure of self-reported motivation, the Academic Motivation Scale (AMS), increased ability to predict persistence during the student's first 2 years of college. This scale was designed by Robert Baker of Clark College (Massachusetts) and was designed specifically to measure academic motivation to succeed in college. This study examined contribution of the AMS to the prediction of attrition after controlling for the traditional variables used in predicting college performance. These variables included the Scholastic Aptitude Test scores, high school percentile rank, gender, and socioeconomic status of the family.A sample of 221 matriculating college freshmen from intact classes were used in this study. Random assignment of the classes assured a representative sample.A regression analysis was used to determine what contribution scores on the AMS made to the prediction of attrition when the traditionally used variables (Sex, SES, SATV, SATM) were held constant. The conclusion of the analysis revealed that the AMS did not add significantly to the prediction of attrition in this study. / Department of Educational Psychology

Thesis (M.A.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Brigham Young University. Dept. of Technology, 2005. / Includes bibliographical references (p. 43-45).

Thesis (M.A.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vi, 38 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 29-31).

Thesis (M.A.)--Briercrest Biblical Seminary, 2000. / Abstract. Includes bibliographical references (leaves 92-97).

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

No description available.