This study examined differences in attrition of 17,919 traditional-age students under the age of 25 and adults 25 and older who entered the University System of Georgia as degree-seeking freshmen during the fall, 1983. / Multi-institutional data over a seven-year period were used to compare traditional-age and adult dropout rates as well as the relationship of selected background and college academic variables to withdrawal. Chi-square analysis and analysis of variance determined significant differences between dropouts and persisters. Stepwise discriminant analyses were computed to compare the ability of the combined variables to distinguish between dropouts and persisters in the total student population and in these age groups. / Adults withdrew at a significantly higher rate than younger students, and differences were also noted in the association of background variables and withdrawal. Adult women more than men continued in this higher education system, and older whites were more likely than minorities to persist. Gender showed little association with traditional-age withdrawal, nor did race, once its relationship with other dependent variables was considered. High school GPA, SAT verbal aptitude, and SAT math aptitude showed a stronger relationship to traditional-age dropout than to adult withdrawal. / College academic variables showed little age-related differences. Younger and older dropouts were more likely than persisters to enroll in fewer hours, have lower educational aspirations, and earn a lower college GPA. / Discriminant analysis accounted for 28.4% of the variance between dropouts and persisters, whereas only 10.4% was explained for adults. The discriminant function correctly classified 78% of the younger dropouts and persisters, but only 64.07% of the adults. Discriminant analysis performed on the total population masked distinctions evident in the separate analyses of these age groups. / These findings support the contention that variables associated with younger student attrition may not relate to adult withdrawal. They thus demonstrate a need for a contingency approach in which variables related to adults are identified in order to develop appropriate responses to the specific problems of these students. / Source: Dissertation Abstracts International, Volume: 52-05, Section: A, page: 1659. / Major Professor: Allen Tucker. / Thesis (Ed.D.)--The Florida State University, 1991.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76412 |
| Contributors | Ragsdale, Elizabeth J., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 175 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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