Personality Characteristics of Students Who Transfer Out of Engineering

Elton, Charles F.; Rose, Harriett A.

doi:10.1002/j.2164-4918.1967.tb04810.x

Cited by 10 publications

(8 citation statements)

References 9 publications

(7 reference statements)

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“…The Transfer-Different group, on the other hand, demonstrated a lower level of academic achievement, tended to be less dependent upon authority or convention for regulation of their behavior, and were less rigid or structured in their cognitive behavior. This pattern is consistent with the descriptions of the engineer provided by Beall and Bordin (1964), Rose (1967), andHolland andNichols (1964). Taken together, the results of this study suggest that all transfer behavior involves some form of cognitive and motivational instability for which the initial program (environment) does not provide adequate structure, but that the extent of change, that is, changes to either similar or dissimilar programs, is best predicted from the student's personality configuration and demands of the program (environment), and, perhaps, the amount of impairment the student has experienced in his academic achievement.…”

Section: Program Similaritysupporting

confidence: 90%

“…In general, the results of these studies indicate that those students who leave a given program of study can be differentiated, on the basis of the variables studied, from those who remain. Furthermore, various types of transfer groups, for example, engineering to business or engineering to arts and sciences, can be reliably differentiated (Elton & Rose, 1967). Elton and Rose (1966) have attempted to tie the results of investigations in this area together by postulating that: college environment it is likely that transfer out of that environment will result [p. 542].…”

mentioning

confidence: 99%

“…Such personality characterizations of greatest relevance to the present study have been provided by Beall and Bordin (1964), Elton and Rose (1967), and Holland and Nichols (1964).…”

mentioning

confidence: 99%

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Cognitive and incentive factors involved in within-university transfer.

Marks¹

1970

Journal of Educational Psychology

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Selected personality, cognitive, motivational, and academic potential and performance antecedents of within-university transfer were investigated using two multiyariate analyses of variance. The first was a two-way analysis examining differences between transfers and nontransfers on these dependent variables across three dissimilar colleges.The second was a one-way analysis examining type or extent of transfer, that is, changes to similar as opposed to disparate programs. The results indicated that transfers can be reliably differentiated from nontransfers in terms of their personality, cognitive, and goal structures, and their academic performance. Type of change, however, appears tied mostly to certain personality characteristics of the transfer student, and his evaluation of his academic performance. Most notably, transfers did not represent a homogeneous group with respect to the variables studied.Within-university transfer appears to be a function of the interaction of student personality traits and college characteristics. Whenever student personality traits come into conflict with the

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Section: Program Similaritysupporting

confidence: 90%

mentioning

confidence: 99%

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Cognitive and incentive factors involved in within-university transfer.

Marks¹

1970

Journal of Educational Psychology

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“…Early research, which included men only, suggested that personality characteristics might be important (e.g., emotional rigidity and maturity; Beall and Bordin 1964;Elton and Rose 1967;Korn 1962). More recent research, using a sample of over 2400 women and men undergraduate engineers, found that freshman grade point average (GPA), Scholastic Aptitude Test scores (SATs), and self-perceptions of math and science abilities predicted persistence for both sexes.…”

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confidence: 96%

Engineering persistence: Past, present, and future factors and gender differences

1993

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Abstract. This research examined past, present, and future factors that might be related to persistence in engineering for women and men. Students currently or formerly enrolled in an undergraduate engineering program completed the Engineering Career Survey which assessed factors included in general models of college student change (e.g., background characteristics, interactions with socializing agents). Results indicated that: (1) present factors were more important than past or future factors in distinguishing between engineering persisters and nonpersisters, (2) few factors distinguished between women and men who persisted, or between women and men who did not, and (3) the best predictor of engineering persistence for both sexes was grade point average, although subsequent predictors depended on gender. Limitations and implications for future research are discussed.Vocational educators and society in general are concerned about the anticipated shortage of engineers in the next century (National Science Foundation 1989, 1990 Office of Technology Assessment 1985Poole 1990). ~ Partly in response to this concern, researchers have begun to identify factors that influence the choice of engineering as a career, and persistence in engineering once the choice has been made. Most of the research has focused on academic factors in the individual's past (e.g., high school grade point average) that influence the choice of engineering as a career (e.g., Lemkau 1979;Shell et al. 1983). Our research focused on both academic and nonacademic factors in the individual's past, present and future that might influence persistence in engineering. Of particular interest was whether different factors were important to engineering persistence for women and men.General models of college student change were used to identify factors that might be important to engineering persistence. Tinto (1975; theorized that students enter college with varying patterns of personal, family and academic characteristics and skills, including dispositions and intentions with respect to persistence. Through interaction with the structures and members of the academic and social systems, these dispositions and intentions are continually modified and reformulated. Satisfying and rewarding interactions lead to integration and persistence. Other models have similarly emphasized the importance of student's integration into the college community in predicting persistence (Astin 1985(Astin , 1985Pace 1984;Theophilides et al. 1984; see Pascarella and Terenzini 1991, for a review). Pascarella (1985) has offered a general model of college student change that is applicable to multi-institution studies: because it considers institutional structural characteristics as well as factors considered by Tinto (1985). Pascarella's model

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“…The traits of successful and unsuccessful students have been examined by various researchers, including Beck and Mousesian (1976), Elkin and Luetkemeyer (1974), Elton and Rose (1971,1967), Foster (1976, and Reid, Johnson, Entuisle, and Angers (1962). These researchers found differences between persisters and non-persisters.…”

Section: Achievement Among Black Freshmenmentioning

confidence: 99%

A study of factors that contribute to the academic achievement of African American freshmen at Iowa State University

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Personality Characteristics of Students Who Transfer Out of Engineering

Cited by 10 publications

References 9 publications

Cognitive and incentive factors involved in within-university transfer.

Cognitive and incentive factors involved in within-university transfer.

Engineering persistence: Past, present, and future factors and gender differences

A study of factors that contribute to the academic achievement of African American freshmen at Iowa State University

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