Transitioning Transfer Students- Interactive Factors that Influence First-Year Retention

Abstract

This study examined the diverse patterns of interactive factors that influence transfer students’ first-year retention at a midsize four-year university. The population for this study consisted of five cohorts totaling 1,713 full-time, degree-seeking transfer students. Sequential sets of logistic regression analyses on blocks of variables were applied to student groups of different transfer status. Findings revealed that transfer credit hours, transfer GPA, college of last attendance, institutional scholarships, post-transfer GPA, and earned credit hours significantly influenced first-year retention. There were diverse patterns of interactive impact factors on first-year retention across the groups of students based on different transfer status. Distinctive patterns of impact factors in retention based upon transfer status of credit hours require diverse retention strategies and efforts.