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Interest and Ability Correlates of Graduation and Attrition in a College of Engineering*:

Interest and Ability Correlates of Graduation and Attrition in a College of Engineering*: INTEREST AND ABILITY CORRELATES OF GRADUATION AND ATTRITION IN A COLLEGE OF ENGINEERING* EDWIN C. LEWIS, LEROY WOLINS, and JOHN HOGANf Iowa State University INTRODUCTION With the strain that increased enrollments are placing on the resources of many colleges and universities, these institutions are becoming more concerned with minimizing the inefficiency arising from student transfers. To both the student and the college, a transfer represents loss of time and money—whether the shift is between institutions or within a uni­ versity. Perhaps nowhere is transfer a more disturbing problem than in colleges of engineering. Induced by propaganda extolling the rewards of an engineering career, many young men enter engineering programs with unrealistic conceptions both of their own abilities and interest and of the demands of these programs. The result is that these curricula tend to lose more students by transfer than they gain. Saddler (1950) found that these transferring-out students tended to score differently on the Strong Vocational Interest Blank for Men from the students who remained in engineering. Differences between graduates and nongraduates of engineering programs have been found on the Kuder Preference Record (Reid and others, 1962). It has also been established that graduates of the various engineering http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Interest and Ability Correlates of Graduation and Attrition in a College of Engineering*:

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References (8)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312002002063
Publisher site
See Article on Publisher Site

Abstract

INTEREST AND ABILITY CORRELATES OF GRADUATION AND ATTRITION IN A COLLEGE OF ENGINEERING* EDWIN C. LEWIS, LEROY WOLINS, and JOHN HOGANf Iowa State University INTRODUCTION With the strain that increased enrollments are placing on the resources of many colleges and universities, these institutions are becoming more concerned with minimizing the inefficiency arising from student transfers. To both the student and the college, a transfer represents loss of time and money—whether the shift is between institutions or within a uni­ versity. Perhaps nowhere is transfer a more disturbing problem than in colleges of engineering. Induced by propaganda extolling the rewards of an engineering career, many young men enter engineering programs with unrealistic conceptions both of their own abilities and interest and of the demands of these programs. The result is that these curricula tend to lose more students by transfer than they gain. Saddler (1950) found that these transferring-out students tended to score differently on the Strong Vocational Interest Blank for Men from the students who remained in engineering. Differences between graduates and nongraduates of engineering programs have been found on the Kuder Preference Record (Reid and others, 1962). It has also been established that graduates of the various engineering

Journal

American Educational Research JournalSAGE

Published: Jun 24, 2016

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