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|All Authors / Contributors:||Steven S Graunke; Sherry A Woosley|
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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