Abstract

Institutionally controllable sources of influence on five, freshman-year educational outcomes: grade performance, academic growth—content, academic growth—process, personal growth, and preparation for the future are identified. The frequency and quality of contact with faculty members, level of involvement in classroom activities, and students’ institutional and goal commitments were found to have a unique and reliable influence on a variety of freshman year educational outcomes.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 86-110
Launched on MUSE
2017-02-01
Open Access
No
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