Examining Factors Contributing to Lower Levels of Academic and Social Adjustment Among STEM Transfer Students

• In Event: Marriott Roundtable Session 54
  In Roundtable Session: Exploring Academic Success

Abstract

Using latent class analysis (LCA) this study found four subgroups of transfer students emerge based on academic and social adjustment survey items (N = 803). Participants who enrolled in a first-year Transfer Student Success Course were in the ideal class, which reported a higher level of academic and social adjustment, and had lowest drop in GPA. STEM majors were more likely to be in the lowest class and were least likely to enroll in the transfer student success course. This paper examines the item response patterns and open-ended responses of STEM participants to determine the factors contributing to lower levels of academic and social adjustment. Implications for practice and future research will also be discussed.

Author

• Veronica Lavenant Fematt, University of California - Santa Barbara