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An Exploration of the Factors that Affect the Academic Success of College Sophomores
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An Exploration of the Factors that Affect the Academic Success of College Sophomores

Author: Steven S Graunke; Sherry A Woosley
Publisher: Project Innovation, Inc., P.O. Box 8508, Spring Hill Station, Mobile, AL 36689-0508. Web site: http://journals825.home.mindspring.com/csj/html.
Edition/Format: Article Article : English
Publication:College Student Journal, v39 n2 p367 Jun 2005
Database:ERIC The ERIC database is an initiative of the U.S. Department of Education.
Other Databases: ArticleFirstBritish Library Serials
Summary:
Researchers have suggested that, although they have not received much attention in the research literature, college sophomores may face academic difficulties. Pattengale and Schriener (2000) said that the sophomore year may be a time in which students disengage from academic life, thus creating an adverse effect on their grades. Tinto (1993) also suggested that the important issues for first-year students may not be  Read more...
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Details

Document Type: Article
All Authors / Contributors: Steven S Graunke; Sherry A Woosley
ISSN:0146-3934
Language Note: English
Unique Identifier: 425032011
Awards:
Description: 10

Abstract:

Researchers have suggested that, although they have not received much attention in the research literature, college sophomores may face academic difficulties. Pattengale and Schriener (2000) said that the sophomore year may be a time in which students disengage from academic life, thus creating an adverse effect on their grades. Tinto (1993) also suggested that the important issues for first-year students may not be important issues for students at other stages in a college career. Because much of the research regarding retention has focused on first year students, further research may be needed for other class levels, specifically sophomores. This study used a survey of second semester sophomores to explore how sophomores' experiences and attitudes affected their academic success. Commitment to an academic major and satisfaction with faculty interactions were both found to be significant predictors of grade point average. The results suggest researchers and practitioners need to be cautious in applying what is known about first-year students to students who have progressed beyond the first-year. The findings also suggest that institutions may want to develop sophomore specific programs.
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