| Abstract: | Personality and cognitive complexity measures were administered to freshman students during registration week at the University of Calgary. After registration for the following academic year, the student's second year, the sample was categorized on the basis of the registrar's student records. Five categories were established which included students who had (1) progressed through the first year without a program change, (2) registered but had not attended classes during the first year, (3) withdrawn from their first year, (4) changed faculty, and (5) withdrawn during first year but returned to resume studies at the next registration. Complete information was secured for 1,038 students, 581 males and 457 females. Students who continued to second year without change and those who withdrew but returned the following year were found to have significantly lower extraversion scores and significantly higher need for structure scores. The results are interpreted as offering only a partial answer to the question as to why students withdraw during their first year. Other factors requiring investigation are suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
