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While most public community colleges today advocate that they are open door and have liberal registration policies, there is little current research on the effects of late registration on student performance at the community college level. Community colleges need sound evidence in order to implement institutional practices and policies that will benefit students. The purpose of this study was twofold: (1) to examine the effects of late registration on student success at a rural Mississippi community college and (2) to identify reasons that students register late. In examining the effects of late registration on student success the study focused on the success measures of student GPA, course withdrawal, and persistence. Data for the first study purpose were obtained from the records of students enrolled at the respective college during the fall 2011, 2012, and 2013 semesters. For the second study purpose data were obtained using a self-developed survey that was emailed to students who late registered during the fall 2014 semester. Independent samples t-test, chi-square, frequencies, and percentages were used for data analysis. Results of the study indicate that late registration has a significantly negative effect on student success. Results of the statistical analysis are presented in narrative and table form to answer the 4 research questions. The study concludes with a summary of findings and a discussion of the limitations of the study. Recommendations for practitioners and policymakers are discussed along with recommendations for future research.

This study investigated the motivation to teach and planned persistence of pre-service teachers during two phases of their student teaching experience by using a mixed methods study design. The quantitative design sought to evaluate if the motivation and planned persistence of pre-service teachers changed during the course of the supervised student teaching experience. The qualitative design endeavored to explore if the context of the student teaching placement impacted the motivation and planned persistence of pre-service teachers over time. The study was conducted at a diverse urban university with students who were completing their teacher-training program at either the graduate or undergraduate level. The results indicated that pre-service teachers were similarly motivated by several complex factors at both the beginning and end of student teaching. Additionally, the study participants revealed that the school context was influential in their motivation to teach and planned persistence in the profession. Additional analyses conducted indicated that prior teaching and learning was more important to participants in the middle and secondary education programs than in the early childhood education program and that certain motivational factors were more significant for female study participants than male. / Educational Psychology

Students who initially choose STEM majors frequently switch to non-STEM majors. Additionally, there are national concerns over the paucity of homegrown scientists, and college is a potentially critical period when many potential scientists are lost. The aim of this study was to examine, over the course of a semester, the role of identity formation and motivation in students' intent to leave a STEM major. Participants included 363 diverse undergraduate science students enrolled in chemistry II. Measures of achieved ego-identity status, competency beliefs, task values, perceived costs, interest, self-efficacy, chemistry II grades, and intent to leave a STEM major were given over four waves of data collection. Regression analysis and cross-lagged path analysis were the primary analytical methods. Results revealed that achieved ego-identity status significantly predicted competency beliefs, values/interest, and effort costs; however, achieved ego-identity status was not related to opportunity or psychological costs. Competency beliefs of the major was a significant predictor of chemistry II grades, and values and effort cost were significant predictors of intent to leave STEM. Opportunity cost was only significantly related to intent to leave STEM at the end of the semester and psychological cost was not significantly related to students' intent to leave STEM. These results provide evidence for theorized relationships between identity formation, competency beliefs, task values, and perceived costs. Furthermore, perceived cost was demonstrated to be a multi-dimensional construct with important implications for students' intent to leave STEM. / Educational Psychology