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Logistic regression using enrolment status, age, and absences from scheduled classes by week three predicted 92.8% of participant attrition. Attrition is strongly linked to younger students aged 18–24. Academic staff support shows a positive association with emotional commitment and academic identity, but is linked to increased class absences among those who later withdraw. The study recommends targeted staff selection and a comprehensive orientation to build supportive peer and staff relationships and strengthen emotional commitment before initial assessment tasks are completed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/predictors-of-attrition-and-achievement-in-a-tertiary-bridging-program-part-2-key-findings/593522/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/predictors-of-attrition-and-achievement-in-a-tertiary-bridging-program-part-2-key-findings/593522.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What factors predicted attrition in the tertiary bridging program?","Question",{"text":112,"@type":113},"Enrolment status, age, and the number of absences from scheduled classes at week three were used as predictors, producing a 92.8% correct prediction of attrition.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which students were most associated with attrition?",{"text":117,"@type":113},"Attrition was largely associated with younger students aged between 18 and 24.",{"name":119,"@type":110,"acceptedAnswer":120},"How did academic staff support relate to student outcomes?",{"text":121,"@type":113},"Academic staff support was strongly positively associated with emotional commitment and academic identity, but it was negatively associated with scheduled class absence for participants who dropped out.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593522,1792209532,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Adult Learning Volume 53, Number 2, July 2013  \nPredictors of Attrition and Achievement in a Tertiary Bridging Program  \nRobert Whannell University of New England  \nThis study examines the attrition and achievement of a sample of 295 students in an on-campus tertiary bridging program at a regional university. A logistic regression analysis using enrolment status, age and the number of absences from scheduled classes at week three of the semester as predictor variables correctly predicted 92.8 percent of participant attrition. It was concluded that attrition is largely a phenomenon associated with younger students between 18 and 24. While the quality of academic staff support was found to be strongly positively associated with the emotional commitment and academic identity of the participant, it was also negatively associated with scheduled class absence for those participants who dropped out. Intervention to address attrition of these young students is recommended to involve the selection of appropriate academic staff and a comprehensive orientation process which allows the development of supportive peer and staff relationships. The purpose of the orientation would be to facilitate the development of a robust sense of emotional commitment to a positive academic  \nPredictors of Attrition and Achievement in a Tertiary Bridging Program 281 identity prior to the completion of the initial assessment tasks.  \nKeywords: bridging education, attrition, emotional commitment, identity.  \nIntroduction  \nA recent report on the tertiary education sector in Australia (Bradley, Noonan, Nugent, & Scales, 2008) commissioned by the Australian government nominated that 40% of the Australian population should possess an undergraduate degree by 2020. At the time of the report the rate was only 28%. One approach used by tertiary institutions to address this issue is through the use of tertiary bridging programs, which give individuals who do not possess the necessary academic qualifications the opportunity to gain access to tertiary study.  \nStudent retention and academic performance in the first year of tertiary study has been extensively studied in Australia with some institutions having attrition rates of over 30%(Allen, 2010) . The challenge of student attrition in tertiary enabling programs would be expected to be even greater due to the relative lack of academic preparedness of the students and has been described in previous Australian studies (Cooper, Ellis, & Sawyer, 2000; Guenther & Johnson, 2010). The current study examined two cohorts of students in an on-campus tertiary bridging program conducted at a regional university in Australia. The research question that guided the study was: What influence do social relationships have on academic attrition and achievement for students in a tertiary bridging program at a regional university?  \nTheoretical Context  \nA review of the academic literature was conducted which focused on the factors identified as being relevant to attrition during the transition into bridging programs and the first year of undergraduate university study. The literature relevant to the quality of outcomes  \n282 Robert Whannell  \ndemonstrated by non-traditional versus traditional tertiary students was also examined.  \nA study (Cooper, et al., 2000) conducted over a number of years atthe Whyalla campus of the University of South Australia identified an attrition rate of 50% for bridging program students. Specific reasons given for discontinuing study included problems with child care arrangements and the commencement of full-time work. The study identified that, even though students may attrit from the bridging program, their subsequent commencement of full-time work was often attributable to the new skills and confidence obtained.  \nA longitudinal study of tertiary student attrition utilised a quantitative approach to study data from a number of universities throughout Australia. It was established th","cbCainvBwfyNosMQ","https://ap.wps.com/l/cbCainvBwfyNosMQ","pdf",406955,22,"English","# Introduction\n## Tertiary bridging programs and retention targets\n## Research question\n# Theoretical context\n## Student integration model and orientation\n## Prior findings from Australian studies\n# Findings and recommendations","[{\"question\":\"What factors predicted attrition in the tertiary bridging program?\",\"answer\":\"Enrolment status, age, and the number of absences from scheduled classes at week three were used as predictors, producing a 92.8% correct prediction of attrition.\"},{\"question\":\"Which students were most associated with attrition?\",\"answer\":\"Attrition was largely associated with younger students aged between 18 and 24.\"},{\"question\":\"How did academic staff support relate to student outcomes?\",\"answer\":\"Academic staff support was strongly positively associated with emotional commitment and academic identity, but it was negatively associated with scheduled class absence for participants who dropped out.\"}]","Predictors of Attrition and Achievement in a Tertiary Bridging Program - Part 2 - Key findings | PDF",1792077408,55]