Attitude toward parents as a dimension of reverse transfer Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/qr46r361m

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  • 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 groups. 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.
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