The overall percentage of students who withdrew from at least one course in their first term was approximately 20% . This figure ranged from 15%–25% across the nine universities, suggesting some variability in the number of students withdrawing from courses across institutions. For brevity, the results will focus on relationships that were found to be statistically significant at the alpha = .05 level.
Even so, these data reveal that course withdrawal is nearly as damaging for first- to second-year retention. It does not appear that course withdrawals are a viable student success strategy in most circumstances. Although course withdrawal may allow students to protect their GPAs, it may result in academic disengagement nearly as damaging as course failure. At best, course withdrawal appears to be most beneficial when a student is certain to fail, or when the student must maintain a certain GPA or full-time enrollment status due to scholarship requirements. Even then, there may be learning gains from persistence in a course and grade substitution policies that might mitigate a low GPA. It is clear that academic advisors and faculty have complicated yet key roles in advising students who navigate this landscape.
The affective domain involves our feelings, emotions, and attitudes, and includes the manner in which we deal with things emotionally (feelings, values, appreciation, enthusiasm, motivations, and attitudes). Like Bloom’s cognitive domain, the affective domain is arranged in a hierarchy whereby learners move from simpler feelings to more complex ...
Internalization is the process whereby your affect toward something goes from a general awareness level to a point where the affect is internalized and consistently guides or controls your behavior. I’ll admit that I stumbled into the affective domain by accident during a somewhat frustrating discussion in an introductory psychology course.