Reconciling Intent with Action: Factors Associated with the Alignment between Transfer Intent and Coursework Completion Patterns among Two-Year College Students in STEM. (9th November 2020)

• Record Type: Journal Article
• Authors: Chan, Hsun-Yu; Wang, Xueli
• Is Part Of: Journal of higher education. Volume 91:Number 7(2020)
• Page Start: 1087
• Page End: 1115
• Publication Date: 2020-11-09
• Subjects: Two-year college -- community college -- STEM -- transfer intent -- course completion -- self-efficacy; Education -- Periodicals; Education, Higher -- Periodicals; 378
• DOI: 10.1080/00221546.2020.1740533
• Languages: English
• ISSNs: 0022-1546

Abstract

ABSTRACT: In this study, we explored the alignment between initial transfer intent and subsequent course-completion patterns among 1, 668 first-time STEM-aspiring students at two-year institutions. Using survey and transcript data, we conducted latent profile analysis and subsequent path analysis that revealed five distinct course-completion patterns: Trailing/Time-Out, Non-transfer-Focused, Transfer: STEM Concentrated, Transfer: Humanity/Social Science Con-centrated, and Transfer: Developmental Education Concentrated . Students' math and science self-efficacy, academic engagement, and transfer-oriented interactions moderated the alignment between initial transfer intent and later course completion patterns. Based on the findings, we discuss the importance of cultivating strong academic self-efficacy and building effective advising practices to help students actualize their transfer intent.