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Reconciling Intent with Action: Factors Associated with the Alignment between Transfer Intent and Coursework Completion Patterns among Two-Year College Students in STEM

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  • Hsun-Yu Chan
  • Xueli Wang

Abstract

In this study, we explored the alignment between initial transfer intent and subsequent course-completion patterns among 1,668 first-time STEM-aspiring students at two-year institutions. Using survey and transcript data, we conducted latent profile analysis and subsequent path analysis that revealed five distinct course-completion patterns: Trailing/Time-Out, Non-transfer-Focused, Transfer: STEM Concentrated, Transfer: Humanity/Social Science Con-centrated, and Transfer: Developmental Education Concentrated. Students’ math and science self-efficacy, academic engagement, and transfer-oriented interactions moderated the alignment between initial transfer intent and later course completion patterns. Based on the findings, we discuss the importance of cultivating strong academic self-efficacy and building effective advising practices to help students actualize their transfer intent.

Suggested Citation

  • Hsun-Yu Chan & Xueli Wang, 2020. "Reconciling Intent with Action: Factors Associated with the Alignment between Transfer Intent and Coursework Completion Patterns among Two-Year College Students in STEM," The Journal of Higher Education, Taylor & Francis Journals, vol. 91(7), pages 1087-1115, November.
    • Handle: RePEc:taf:uhejxx:v:91:y:2020:i:7:p:1087-1115
    DOI: 10.1080/00221546.2020.1740533
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    Cited by:

    1. Catherine Hartman & Rebecca Callahan & Hongwei Yu, 2021. "Optimizing Intent to Transfer: Engagement and Community College English Learners," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(6), pages 789-828, September.

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