 Reconciling Intent with Action: Factors Associated with the Alignment between Transfer Intent and Coursework Completion Patterns among Two-Year College Students in STEMHsun-Yu Chan and Xueli Wang The Journal of Higher Education, 2020, vol. 91, issue 7, 1087-1115 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. Date: 2020 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:uhejxx:v:91:y:2020:i:7:p:1087-1115 Ordering information: This journal article can be ordered from DOI: 10.1080/00221546.2020.1740533 Access Statistics for this article The Journal of Higher Education is currently edited by Mitchell Chang More articles in The Journal of Higher Education from Taylor & Francis Journals |
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