The Effects of Students’ Self-Perceptions of Behaviors, Attitudes, and Aptitudes on their First-to-Second-Year Persistence

Rebecca Lambert; Ketevan (Kate) Mamiseishvili

doi:10.24926/jcotr.v21i1.2857

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Published

2013-12-01

Issue

Vol. 21 No. 1 (2013)

Section

Feature Articles

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Copyright of all articles published in JCOTR belong to the author(s) and are published under a CC BY-NC license.

How to Cite

Lambert, R., & Mamiseishvili, K. (Kate). (2013). The Effects of Students’ Self-Perceptions of Behaviors, Attitudes, and Aptitudes on their First-to-Second-Year Persistence. Journal of College Orientation, Transition, and Retention, 21(1). https://doi.org/10.24926/jcotr.v21i1.2857

The Effects of Students’ Self-Perceptions of Behaviors, Attitudes, and Aptitudes on their First-to-Second-Year Persistence

Rebecca Lambert

Ketevan (Kate) Mamiseishvili

DOI: https://doi.org/10.24926/jcotr.v21i1.2857

Keywords: First-year, students, first-to-second, year, persistence, private, small, faith-based, institution, likelihood of college involvement, high school GPA, academic self-concept, first-generation

Abstract

The study used the data from the Cooperative Institutional Research Program (CIRP) Freshman Survey to examine the effects of first-year students’ perceptions of their behaviors, attitudes, and aptitudes on their first-to-second-year persistence at a small, private, faith-based institution. Logistic regression analysis revealed that attending a private high school, high school GPA, academic self-concept, and likelihood of college involvement positively influenced students’ persistence, while being a first-generation college student was negatively related to persistence to the second year. Implications of these results for practice and policy are provided.

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