THE EFFECTS OF A PRECOLLEGE PROGRAM ON THE CHOICES OF HIGHER EDUCATION INSTITUTIONS BY ACADEMICALLY TALENTED STUDENTS (GIFTED, SECONDARY, TRANSITION, EXCEPTIONAL).

Persistent Link:
http://hdl.handle.net/10150/187824
Title:
THE EFFECTS OF A PRECOLLEGE PROGRAM ON THE CHOICES OF HIGHER EDUCATION INSTITUTIONS BY ACADEMICALLY TALENTED STUDENTS (GIFTED, SECONDARY, TRANSITION, EXCEPTIONAL).
Author:
DOUGLAS, MARGARET ATCHISON.
Issue Date:
1984
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
With a dwindling college-age population and a need to attract academically talented students, postsecondary institutions search for factors that influence college choice. The educational plans of two comparable groups of high ability Arizona secondary students were examined and compared using the Higher Education Orientation Inventory and personal interviews. One group of students consisted of high school juniors who participated in the University of Arizona Precollege Program for Gifted and Talented Students in the summers of 1981 and 1982. The Comparison Group students were selected from a group of the top ten percent of Arizona high school juniors from those same years. Factor analysis was utilized to answer major research questions about factors that affect a student's choice of a higher education institution. To examine the differences between the two groups, discriminant analysis was used. An open-ended question approach provided supplementary data from both groups. The majority of both groups of students favored the choice of a four-year university. It was found that students who participated in the University of Arizona Precollege Program rated that experience as more important in their institutional choice than did those students who did not attend this program. In a separate factor analysis, it was shown that the two groups appeared to differ on several choice factors. Only one pair of factors entitled "Academic Quality of the Institution" was found to be similar within the groups. Other important factors for both groups included "Social Components of the Institution", "Expenses and Financial Aid", and "Institutional Image". The largest discriminant difference between the two groups was with reference to the institution's precollege program. This supported the finding that there was a significant mean difference on which students rated the importance of a precollege program in institutional selection. The open-ended question approach indicated that important reasons for postsecondary choices were (1) location, reputation and size of the institution, (2) cost, and (3) program quality. Personal interviews emphasized the value of a precollege program in providing an introduction to college life and in building confidence about the forthcoming postsecondary experience.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
College student development programs.; University of Arizona. Precollege Program for Gifted and Talented Students.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Special Education; Graduate College
Degree Grantor:
University of Arizona

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTHE EFFECTS OF A PRECOLLEGE PROGRAM ON THE CHOICES OF HIGHER EDUCATION INSTITUTIONS BY ACADEMICALLY TALENTED STUDENTS (GIFTED, SECONDARY, TRANSITION, EXCEPTIONAL).en_US
dc.creatorDOUGLAS, MARGARET ATCHISON.en_US
dc.contributor.authorDOUGLAS, MARGARET ATCHISON.en_US
dc.date.issued1984en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractWith a dwindling college-age population and a need to attract academically talented students, postsecondary institutions search for factors that influence college choice. The educational plans of two comparable groups of high ability Arizona secondary students were examined and compared using the Higher Education Orientation Inventory and personal interviews. One group of students consisted of high school juniors who participated in the University of Arizona Precollege Program for Gifted and Talented Students in the summers of 1981 and 1982. The Comparison Group students were selected from a group of the top ten percent of Arizona high school juniors from those same years. Factor analysis was utilized to answer major research questions about factors that affect a student's choice of a higher education institution. To examine the differences between the two groups, discriminant analysis was used. An open-ended question approach provided supplementary data from both groups. The majority of both groups of students favored the choice of a four-year university. It was found that students who participated in the University of Arizona Precollege Program rated that experience as more important in their institutional choice than did those students who did not attend this program. In a separate factor analysis, it was shown that the two groups appeared to differ on several choice factors. Only one pair of factors entitled "Academic Quality of the Institution" was found to be similar within the groups. Other important factors for both groups included "Social Components of the Institution", "Expenses and Financial Aid", and "Institutional Image". The largest discriminant difference between the two groups was with reference to the institution's precollege program. This supported the finding that there was a significant mean difference on which students rated the importance of a precollege program in institutional selection. The open-ended question approach indicated that important reasons for postsecondary choices were (1) location, reputation and size of the institution, (2) cost, and (3) program quality. Personal interviews emphasized the value of a precollege program in providing an introduction to college life and in building confidence about the forthcoming postsecondary experience.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectCollege student development programs.en_US
dc.subjectUniversity of Arizona. Precollege Program for Gifted and Talented Students.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.identifier.proquest8504116en_US
dc.identifier.oclc693369677en_US
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