An Empirical Investigation of Student Motivations to Attend Summer School

Chandler, E. Wayne; Weller, Ralph

doi:10.1300/j050v06n01_05

Cited by 5 publications

(7 citation statements)

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“…Beyond the traditional academic reasons of needing the class to graduate, or evening out the student's class load, Keller also examined some non-academic reasons; for example, simply doing something constructive during the summer since there were no summer job opportunities available. Chandler and Weller (1995) replicated and extended Keller's work into non-academic reasons for students to attend summer classes. They examined students who were taking classes in the business college during the summer term at a midwestern university.…”

Section: • • Background Literature • • • • the Buying Decision Procesmentioning

confidence: 75%

Communicating with the Summer Session Student: Understanding the Timing and Information Patterns of the Decision Process

Trewatha¹,

Coulter²,

Coulter³

1997

Summer acad.

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Section: • • Background Literature • • • • the Buying Decision Procesmentioning

confidence: 75%

Communicating with the Summer Session Student: Understanding the Timing and Information Patterns of the Decision Process

Trewatha¹,

Coulter²,

Coulter³

1997

Summer acad.

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“…Three studies also noted the relationship of major to the decision to enroll (Chandler & Weller, 1995;Keller, 1982;Richmond & Piper, 1991). A chi-square analysis of 12 majors, displayed in Table 8, found that being an undeclared major or majoring in humanities was significantly associated with not enrolling in summer session.…”

Section: Programmatic Characteristicsmentioning

confidence: 99%

“…Taylor et al (2001) refer broadly to financial pressures, while others are more specifically about the availability of loans and grants (Chandler & Weller, 1995;Erisman & McSwain, 2006;Jenkins et al, 2007;Manton & English, 2002) or the need to work (Patterson et al, 1981). A t test of the relationship of four student characteristics-cost of education, use of grants, use of loans, and family Income-found that summer-enrolled students had a slightly higher cost of education, had a lower family income, and used more loans to pay for the cost of education.…”

Section: Financial Characteristicsmentioning

confidence: 99%

“…Freshmen were only 66% as likely to attend in summer session as other students, while juniors were 1.5 times more likely to attend in summer than other students. The full results are displayed in Table 7.Three studies also noted the relationship of major to the decision to enroll (Chandler & Weller, 1995;Keller, 1982;Richmond & Piper, 1991). A chi-square analysis of 12 majors, displayed in Table 8, found that being an undeclared major or majoring in humanities was significantly associated with not enrolling in summer session.…”

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confidence: 99%

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Student Characteristics and Summer Enrollment: A Comparison of Earlier Research with Findings from Nationally Representative Data

Smith¹,

Read²

2013

Summer acad

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Earlier research on small samples of students has identified certain characteristics of students who enroll in summer programs. This study analyzed these previously identified characteristics using enrollment data from a large, nationally representative sample from the 2008 National Postsecondary Student Aid Study. Our research confirmed that the previously identified relationships of some characteristics such as age, class level, and residence hold true in the nationally representative data. Other prior findings about gender and choice of major, and their relationships to summer enrollment, were not confirmed. This study provides a background for institutions to compare the characteristics of their own populations of students with national patterns and to shape curriculum, marketing, and student support efforts to increase summer enrollment.Summer Academe, Volume 7, 2013 3 Research Papers Student Characteristics and Summer EnrollmentEnrollment in summer sessions is of significant benefit both to institutions and to students. For institutions, summer session enrollment enhances revenue, improves facility utilization, and facilitates other academic objectives (Doane & Pusser, 2005;Martin, 1997; Vedder et al., 2010). For students, participation in summer session is associated with improved retention, increased likelihood of degree completion, and enhanced contact with faculty members (Adelman, 2006;DiGregorio, 1997). For these reasons, summer session professional and other enrollment managers have a significant interest in maintaining and increasing enrollment in summer sessions. Therefore, understanding which students are more or less likely to attend in summer is a critical line of inquiry in summer session research.There is a rich history of practical research into summer sessions, including studies of students' interests and behaviors related to the choice to enroll in summer term. Much of the existing research on the characteristics of summer session students has been based, out of necessity, on samples of students from one or two institutions or groups of institutions in a single region. Findings related to these limited populations are valuable, but the demographic differences among students across institutions may make it difficult to apply research findings on students in a single institution or region in a meaningful way. To fill this gap in the literature, we conducted an earlier study of the predictive value of characteristics of students who enroll in summer using a nationally representative sample (Smith, 2011;Smith & Read, 2012). Purpose of the StudyThe findings from the nationally representative sample may also be compared with the findings of earlier research on summer session enrollment patterns. The intent of such a review would be not to question the findings of earlier research but to confirm where smaller scale studies pointed to larger national patterns or where findings in the smaller samples might not match up with patterns seen nationally. Therefore, the purpose of this study was ...

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“…Brook, et al (1989) found the most frequently reported motivations for registering for Summer Session courses were to speed up degree completion or to ease students' course loads during the regular term. Chandler and Weller (1995) studied students majoring in business and their motivations to attend Summer Session. This study attempted to identify reasons students attend Summer Session and underlying factors influencing their motivations.…”

Section: Review Of Literaturementioning

confidence: 99%

Institutional Marketing Approaches, Student Decision Points, and Motivational Factors Affecting Student Decisions to Participate in Summer Session and Attend a Particular Institution

Fish¹,

Kowalik²

2009

Summer acad.

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An Empirical Investigation of Student Motivations to Attend Summer School

Cited by 5 publications

References 0 publications

Communicating with the Summer Session Student: Understanding the Timing and Information Patterns of the Decision Process

Communicating with the Summer Session Student: Understanding the Timing and Information Patterns of the Decision Process

Student Characteristics and Summer Enrollment: A Comparison of Earlier Research with Findings from Nationally Representative Data

Institutional Marketing Approaches, Student Decision Points, and Motivational Factors Affecting Student Decisions to Participate in Summer Session and Attend a Particular Institution

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