English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

THE SECOND YEAR ITCH Nora Allen Scobie May 8,2010 The persistence of second-year college students is gaining attention nationally. Vast resources have been dedicated to the retention of first-year students only to lose them at some point during the second year. Much of the research about the second-year experience is qualitative and focused on institutional inputs. This study examined preentry variables that predict second year attrition. The pre-matriculation factors and background characteristics as outlined by Tinto (1993) served as the focus ofthis study. The participants ofthis study were first-time, full-time freshmen that attended the University of Louisville 2004 summer orientation, participated in the College Student Inventory Form-B survey, enrolled, and matriculated to the 2004 fall semester at the University of Louisville. The College Student Inventory Form-B data was used to analyze pre-entry levels of motivation, commitment, and selected background variables. A logistic regression model was used to predict the student outcomes of persistence and non-persistence for enrollment in the fourth and fifth semesters, which constituted the second year for traditional, first-time, full-time freshmen. Findings from this study suggest that second-year students have experiences and needs distinct from those of firstyear students.

The second year itch: an examination of pre-entry factors that contribute to second-year college persistence.