|Abstract or Summary
- The major purpose of the study was to compare reverse transfer
students and four year college students for attitude toward
mother, father, and both parents. A secondary purpose was to
collect demographic data on the reverse transfer students.
The experimental and control groups were chosen from the
winter term enrollment of three four-year institutions and three
community colleges in the state of Oregon. The four year college
students (control group) were randomly selected from required,
lower division personal health classes at the three institutions. The
reverse transfer students (experimental group) were students
enrolled in the three community colleges in the study during the
winter term of 1975. The data were collected during the winter
term using the Student Questionnaire for the demographic data,
and the Itkin Attitude Toward Parents scales (Form F and Form M) for the parental attitude measurement. Each student's SAT score was
acquired to use as a covariant,
All demographic information collected was compiled and,
where appropriate, descriptive statistics were computed. The
scores from the Itkin tests were subjected to three two-way analysis
of covariance designs.
The final reverse transfer sample consisted of 36 males and
38 females. The sample represented the three community colleges
in the study in terms of proportionate number from each school
represented, and in terms of sex distribution by school. All
students in the study were limited to those between the ages
of 17 and 21 years.
The major findings of the study were:
1. Reverse transfer students were, on the average, one year
older than lower division four year students. This age variance
appears to be a result of a time lag between attendance at
a four year school and enrollment in the community college.
2. There was an unexplainable over-representation of women
reverse transferring among the schools studied.
3. If a commuter choice existed between a four year institution
and a community college, reverse transfer student at the
community college were proportionately over-represented by
transfers from the nearby four year institution.
4. Most reverse transfers ended their four year college experience
after the spring term enrollment.
5. Reverse transfer students in the study allowed a time lag to
occur before enrolling in a community college.
6. There was no significant difference in academic ability in
reverse transfer students and four year college students as
measured by the SAT composite test scores.
7. The only significant difference in intra-familial attitudes
measured by this study was a difference in attitude toward
mother between the reverse transfer and four year college
Discussion of the demographic findings centered on (1) age,
(2) gender, (3) student movement, (4) recency of four year experience,
(5) academic ability, and (6) choice of community college
academic division. Issues surrounding these findings were raised
and discussed in comparison with previous research findings concerning
the reverse transfer student. Disparities between this
study and others were noted.
Discussion of the research hypotheses was done. Explanations
were given for the findings, with special attention given to the difference
in reverse transfer students and four year students with
respect to their attitude toward mother. Some suggestions for
further research were also offered.