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Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University

Author

Listed:
  • Kin Cheung

    (School of Nursing, The Hong Kong Polytechnic University, Yuk Choi Road, Hung Hom, Kowloon, Hong Kong, China)

  • Jeremy Ng

    (School of Nursing, The Hong Kong Polytechnic University, Yuk Choi Road, Hung Hom, Kowloon, Hong Kong, China)

  • Hilda Tsang

    (School of Nursing, The Hong Kong Polytechnic University, Yuk Choi Road, Hung Hom, Kowloon, Hong Kong, China)

  • Kelvin K. L. Pang

    (Department of Logistics and Maritime Studies, The Hong Kong Polytechnic University, Yuk Choi Road, Hung Hom, Kowloon, Hong Kong, China)

  • C. L. Johnny Wan

    (Department of Logistics and Maritime Studies, The Hong Kong Polytechnic University, Yuk Choi Road, Hung Hom, Kowloon, Hong Kong, China)

  • Kristin Moser

    (Office of Institutional Research & Effectiveness, The University of Northern Iowa, 104 Seeley Hall, Cedar Falls, IA 50614, USA)

Abstract

Psychological wellbeing is vital to public health. University students are the future backbone of the society. Direct and transfer entrants might encounter different adjustment issues in their transition from secondary school or community college to university studies. However, worldwide, the factors affecting their active coping and satisfaction with the university are currently unknown. The purpose of this study was to address this gap. Nine-hundred-and-seventy-eight direct entrants and 841 transfer entrants, recruited by convenience sampling, completed a cross-sectional survey study in 2018. A valid and reliable Hong Kong modified Laanan-Transfer Student Questionnaire (HKML-TSQ) was used to collect data. Multiple methods of quantitative data analysis were employed, including factor analyses, test of model fit, t-tests, correlations, and linear regression. The results showed that the transfer entrants had relatively less desirable experiences in their adjusting processes than did the direct entrants. There was evidence of both common and different factors affecting the two groups’ active coping and satisfaction with the university. Different stakeholders from community colleges, universities, and student bodies should work collaboratively to improve students’ transitional experiences before, during and after admission to the university.

Suggested Citation

  • Kin Cheung & Jeremy Ng & Hilda Tsang & Kelvin K. L. Pang & C. L. Johnny Wan & Kristin Moser, 2020. "Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University," IJERPH, MDPI, vol. 17(8), pages 1-16, April.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:8:p:2803-:d:347393
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    References listed on IDEAS

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    1. Lovenoor Aulck & Jevin West, 2017. "Attrition and performance of community college transfers," PLOS ONE, Public Library of Science, vol. 12(4), pages 1-23, April.
    2. Tatiana Melguizo & Gregory S. Kienzl & Mariana Alfonso, 2011. "Comparing the Educational Attainment of Community College Transfer Students and Four-Year College Rising Juniors Using Propensity Score Matching Methods," The Journal of Higher Education, Taylor & Francis Journals, vol. 82(3), pages 265-291, May.
    3. Di Xu & Shanna Smith Jaggars & Jeffrey Fletcher & John E. Fink, 2018. "Are Community College Transfer Students “a Good Bet” for 4-Year Admissions? Comparing Academic and Labor-Market Outcomes Between Transfer and Native 4-Year College Students," The Journal of Higher Education, Taylor & Francis Journals, vol. 89(4), pages 478-502, July.
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    Cited by:

    1. Shirley Siu Yin Ching & Kin Yuen Tam & Lillian Weiwei Zhang & Jeremy Ng & Kin Cheung, 2021. "A Qualitative Exploration on the Challenges of Transfer Students in an Asian Educational Context," IJERPH, MDPI, vol. 18(6), pages 1-14, March.

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