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Institutionally controllable sources of influence on five, freshman-year educational outcomes: grade performance, academic growth—content, academic growth—process, personal growth, and preparation for the future are identified. The frequency and quality of contact with faculty members, level of involvement in classroom activities, and students’ institutional and goal commitments were found to have a unique and reliable influence on a variety of freshman year educational outcomes.
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Terenzini et al. (1982) studied this question.
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