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involving people, peers also play very important role in supporting first year students' adjustment to university (Krause, Mclnnis, & Welle, 2003). However, some other freshmen prefer befriending with one or two close friends during their first year so they have those friends who play as stimulant to make the potential drop out to stay (Welle, 2003). In their first year, some students do not feel belonging to the university they are studying in yet; they feel very isolated because all people around are unexpectedly anonymous. So, they really need the support, possibly from peers and staffs.

Another potential cause to make first year students to drop out of their studies at university is related to the school fee. Students who commit to their studies financially by paying the higher education contribution scheme fees at the start of their first year tend to be more committed to staying. They never take their study for granted. They pay their at most attention on their study along with the reason to value the money they pay (Krause, K. L., 2005). Similarly, those dependent on family as their main income source at university are likely to plan to stay on at university. By contrast, those reliant on government support or part-time employment are more likely to consider dropping out (Krause,K. L., 2005).

Generally, at university, students are unconsciously taught to be independent learners. When first arrive at university, they never understand the habit of independent learners so that the result they get is shamefully low. Some students they used to strong at high school and they hope to get such high mark at university. As indicated in Krause, K.,L., (2005) that low achievement and unrealistic expectations in the first year are potential predictors of student plans to withdraw from university study. They find that it is embarrassing to remain in the university. The last choice they opt is to drift away.

Third reason occurs within the potential drop out is the overwhelming school work. As James (2001) suggested, if professors assign too much work for students in year one, they will find that they cannot guarantee the burden of this work load. They also expect that such kind of workload will last not only one year, but throughout the university period. When they meet this tension, students always need helps from friends as well as from staffs; these helps can stimulate their feeling to cope with all assignments. Clarke &Nelson (2009) stated that student success Advisors (SSAs) plays important role to give consultation to those groups who are at risk of drifting away. The groups can share all good experiences they got when they were students so that the risk group (the ones who attempt to quit) will remove their thinking quite quickly.

讨论与启示——Discussion and Implications

These findings have significant implications for educators, students' peers, student affairs staff, policy makers and researchers charged with the responsibility of monitoring, supporting and educating undergraduates. The importance of staff/student and student/student interaction in teaching environments is well-known and clearly linked to the retention of first-year students (Haggis &Pouget 2002). When students see there is good environment within their classroom as well as in the campus, they are willing to study. As James (2001) suggested, if universities are serious abo