Student Reasons for Withdrawing from the University of Alberta: 1978-79
Bibliographic record
Abstract
A questionnaire relating to reasons for withdrawing from the University was administered to 627 University of Alberta students during the 1978-79 winter session. Almost half the students withdrawing were in the first year of their program, with the percentage of men and women withdrawing closely paralleling their representation in the intramural popula tion. Faculty withdrawal rates were generally lower than was the case in an earlier attri tion study undertaken in 1971, these decreases possibly reflecting recent quota restric tions. In decreasing order of frequency, the reasons for withdrawing labelled by students as were as follows: to take employment or transfer to a different educational or training program, personal reasons (such as boredom, family problems, etc.), need for a break from studies, academic problems (wrong faculty, coursework irrelevant), failing courses or not measuring up, and financial difficulties. Six other reasons were included on the questionairc but were considered relevant by relatively few respondents. Some of the implications for universities interested in lowering their attrition rate arc discussed and the need to regularly monitor attrition is recommended as a readily available index of an institution's health.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".