Academic Performance and Help Seeking Among College Transfer Students
Description/Abstract/Artist Statement
College transfer students make up over a third of the total student population and their numbers are continuously growing. Although transfer students are likely to experience academic adjustment challenges at their new institution, there has been little research on the relationship between help-seeking and academic performance among college transfer students. In the present study, we investigated differences in help seeking between low (< 2.0) and high (> 3.5) GPA transfer students, and the effects of gender on help-seeking and GPA. Participants were 157 transfer students, most of them in their second semester at their new institution, who complete a web-based, anonymous survey. There was no significant difference between the low and high GPA groups in terms of the number of sources for help the students sought when faced with a university-related problem. When we examined specific sources for help, high GPA transfer students were more likely to seek help from faculty than low GPA transfer students; the other sources (i.e. academic advisors, other students, friends or family, tutors, and university counseling center) had similar likelihood of being sought out by both groups. Female and male transfer students reported similar likelihood for seeking help in terms of number of sources and type of source. Our findings suggest that seeking help from faculty is a useful strategy distinguishing high from low performing transfer students. Therefore, higher education institutions should encourage faculty to engage students and build rapport, and also provide opportunities and encourage students to engage with faculty.
Presentation Type
Event
Disciplines
Psychology
Location
Learning Commons @ Perry Library Conference Room 1311
Start Date
2-13-2016 10:15 AM
End Date
2-13-2016 11:15 AM
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Academic Performance and Help Seeking Among College Transfer Students
Learning Commons @ Perry Library Conference Room 1311
College transfer students make up over a third of the total student population and their numbers are continuously growing. Although transfer students are likely to experience academic adjustment challenges at their new institution, there has been little research on the relationship between help-seeking and academic performance among college transfer students. In the present study, we investigated differences in help seeking between low (< 2.0) and high (> 3.5) GPA transfer students, and the effects of gender on help-seeking and GPA. Participants were 157 transfer students, most of them in their second semester at their new institution, who complete a web-based, anonymous survey. There was no significant difference between the low and high GPA groups in terms of the number of sources for help the students sought when faced with a university-related problem. When we examined specific sources for help, high GPA transfer students were more likely to seek help from faculty than low GPA transfer students; the other sources (i.e. academic advisors, other students, friends or family, tutors, and university counseling center) had similar likelihood of being sought out by both groups. Female and male transfer students reported similar likelihood for seeking help in terms of number of sources and type of source. Our findings suggest that seeking help from faculty is a useful strategy distinguishing high from low performing transfer students. Therefore, higher education institutions should encourage faculty to engage students and build rapport, and also provide opportunities and encourage students to engage with faculty.
Comments
Faculty Mentor: Dr. Konstantin P. Cigularov