Examining the Role of Mentorship, Financial Support, and Academic Engagement in STEM Transfer Students’ Retention and Self-Regulated Learning

Science, Technology, Engineering, and Mathematics (STEM) students who transfer from community colleges to universities often face many academic, financial, and social challenges that may increase the risk of attrition. The challenges tend to be more acute for students who arrive at their new university with financial needs and must adapt to new institutional environment while managing multiple responsibilities. Guided by self-regulated learning (SRL) and the Transfer Student Capital model, this pilot study explored the potential of a mentorship-based program designed to support low-income STEM transfer students. The program integrated financial support, faculty and peer mentorship, and academic engagement opportunities to promote retention and efficient learning. Forty-five participants completed pre- and post-program surveys using the Motivated Strategies for Learning Questionnaire (MSLQ) to assess SRL. Descriptive statistics and paired-sample t-tests were used to examine preliminary changes in SRL scores and retention outcomes. Results showed an approximately 89% retention rate and small, non-significant improvements in SRL scores. Findings offer early evidence that integrated academic and financial support may create conditions that foster persistence and self-regulated learning among STEM transfer students.