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1.
Employing aspects of Tinto's (1975, 1987) theoretical framework, the purpose of this study was to test a model of student transfer behaviors and attitudes with a community college student population. More specifically, this study examined the structural relationships among five constructs: (1) student background factors, (2) initial commitments, (3) social integration, (4) academic integration, and (5) predisposition to transfer. Student background factors were examined to determine their direct and indirect effects on community college students' initial commitments, social integration, and academic integration on three multiple indicators of the dependent variable, predisposition to transfer: (1) number of four-year institutions students planned to apply for transfer, (2) transfer behavior, and (3) transfer perceptions. The study supported utilization of factors identified in the retention literature that are based on Tinto's model to examine transfer attitudes and behaviors among community college students. Students with high levels of social and academic integration tended to have high levels of predisposition to transfer. Ethnic background was found to have no relationship to predisposition to transfer.  相似文献   

2.
Tinto's model of institutional attrition was tested by comparing undergraduate students who had dropped out from Washington State University (WSU) one year prior to the study with a control sample of students who continued at WSU. Tinto's constructs of individual attributes, past educational experience, goal commitment, institutional commitment, social integration, and academic integration were operationalized using variables obtained from precollege records, academic records at the university, and a post-withdrawal survey. Setwise discriminant function analysis was used to discriminate between the attrition sample and the control sample using Tinto's constructs. Variables measuring individual attributes, past educational experience, institutional commitment, and academic integration all contributed significantly to the discriminant function when all other variables were controlled for. Tinto's model was also able to explain the differences between those attrition students who transferred to another institution and those who dropped out of higher education. Those that dropped out had a significantly lower academic ability, lower academic integration, lower goal commitment, and lower social integration.  相似文献   

3.
The academic and social integration of college students has been the focus of much recent research. The Tinto model of college student withdrawal focused on the constructs as explanation for commitment to goals and persistence. Research results suggested that perhaps reciprocal relationships existed between academic and social integration. Significant influences from academic integration to social integration and vice-versa indicated differing reciprocal effects for males and females.  相似文献   

4.
Using a structural equation model, this research study investigated the mathematics achievement of 8th grade students in Cyprus enrolled in the year 1994–1995. The model contained 2 exogenous constructs – the educational background of the family and the reinforcement from mother, friends and the individual himself; and 5 endogenous constructs – socioeconomic status (SES), and student attitudes toward mathematics, teaching, school climate, and beliefs related to success in mathematics. The study demonstrated that although attitudes, teaching, and beliefs had direct effect on mathematics outcomes, they were not statistically significant. It was also found that family educational background directly affected SES, attitudes toward mathematics, school climate and beliefs related to success in mathematics. Reinforcement exerted a direct effect on attitudes, teaching and beliefs regarding success. There was also evidence that SES directly affects school climate and that teaching directly affects attitudes toward mathematics.  相似文献   

5.
Future time perspective (FTP) is an important theoretical construct that may assist educators in their understanding of individuals' learning, motivation and decision-making. There is empirical evidence attesting to the predictive effects of anticipation of future goals on both cognitive and non-cognitive outcomes. The present study, based on previous conceptualizations, proposes the statistical testing of the impact of FTP on commitment to career choices and academic achievement in the subject educational psychology, via personal self-efficacy beliefs and effort expenditure. Two hundred and fifty-six first-year university students (151 women and 105 men) were administered a number of Likert-scale inventories and path analytical procedures were used to validate the hypothesized structural relations. The results yielded from a comparison of different a priori models indicate the impact of FTP on commitment to career choices and academic achievement indirectly, via personal self-efficacy. Personal self-efficacy is also found to exert positive effects on vocational exploration and academic achievement, highlighting the potency of social cognitive theory. In general, the findings obtained provide empirical grounding for applied educational practices and continuing research development.  相似文献   

6.
Social support and socioeconomic status (SES) have received considerable attention in explaining academic achievement and the achievement gap between students with ethic majority and immigrant background, and between boys and girls. Using a Structural Equation Modeling approach we examine (1) if there exist a gap in school achievements between these groups, (2) whether social support and SES is associated with achievements across these groups, (3) whether social support is associated with achievements after controlling for SES, and (4) whether achievement gaps are explained by group differences in social support and SES. Self-reported cross-sectional survey and register data from 8,574 10th graders in Norway was employed. Although we found group differences in achievements, and direct associations with social support and SES, we found no group differences in these associations. Controlling for SES and other sources of social support, teachers' support remained a significant positive influence on students' school outcomes.  相似文献   

7.
Self-set goals, selected by students for themselves, have known motivational benefits leading to increased autonomy and intrinsic motivation. In spite of the motivational benefits, students often fail to accomplish self-set goals because they lack the social motivator ascribed to assigned goals. The purpose of this research was to investigate methods of increasing students' commitments to self-set goals using implementation intentions: plans for when, where, and how to work toward a goal. The results of two studies revealed that implementation intentions increased students' performance on self-set goals relative to assigned goals through enhanced goal commitment and effort. Our findings suggest that the positive effects of self-set goals are greater when they are coupled with implementation intentions.  相似文献   

8.
The present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a full-fledged PBL environment were compared to (1) effects of a conventional lecture-based learning environment, and (2) effects of a learning environment that combined lectures and other methods aimed at activating students. Lisrel analyses show direct positive effects of the learning environment on study progress: students in PBL obtained more credits compared to students in more conventional curricula. Moreover, the levels of social and academic integration were also higher among students in the PBL curriculum. The links between integration and study progress were less straightforward. Formal social integration positively affected study progress, but informal academic integration was negatively related to study progress.  相似文献   

9.
Academic growth constructs, such as growth mindset and various forms of growth goals, have been of substantial focus in psycho-educational research. Recent research has sought to identify how such growth constructs are inter-related, finding that an underlying growth orientation (comprised of growth mindset, self-based growth goals, and task-based growth goals) was cross-sectionally associated with more positive outcomes for students. However, for such a construct to have meaningful relevance to education and educational research, it must be associated with actual growth in academic outcomes. Accordingly, using two-wave longitudinal structural equation modeling in a large sample of Australian middle and high school students (N = 2949), we examined the extent to which students’ growth orientation predicted growth in academic outcomes. We hypothesized that students’ growth orientation would be positively associated with gains in students’ mathematics engagement and achievement, while controlling for student demographic covariates (e.g., gender, age) and prior variance in each substantive factor measured one year prior. Results demonstrated that students' growth orientation in mathematics was a significant positive predictor of students' gains in mathematics engagement and achievement, above other sources of influence. Findings are discussed in terms of improving researchers’ understanding of how growth constructs are inter-related and how to promote students’ academic success in mathematics.  相似文献   

10.
Expectations for college and student persistence   总被引：3，自引：0，他引：3  
Tinto postulates that students enter college with expectations. If these expectations are unmet, there is early disenchantment with the social and academic communities. Such disenchantments hinder academic and social integration which, in turn, influence subsequent institutional and goal commitments and ultimately student departure. These formulations are tested in a multi-institutional study of 263 first-time freshmen who entered four-year colleges and universities. The findings indicate that both academic and social integration are positively influenced by the meeting of expectations for academic and career development. Social integration is positively influenced by expectations for opportunities for personal involvement, but negatively affected by expectations for a collegiate atmosphere. Indirect effects on intentions to remain in the focal college are indirectly influenced by collegiate atmosphere and academic and career development. Implications for enrollment management and the development of linkages between theories of college choice and student departure are drawn.An earlier version of this article was presented at the annual meeting of the American Educational Research Association, Atlanta, GA, April 12–16, 1993.  相似文献   

11.
We studied the effects of academic performance, motivation, and social connectedness on third-year retention, transfer, and dropout behavior. To accommodate the three outcome categories and nesting of data within institutions, we fit a hierarchical multinomial logistic regression path model with first-year academic performance as a mediating effect. Our sample included 6,872 students representing 23 four-year universities and colleges. This work expands the current state of persistence research by (1) considering the effects of motivation and social connectedness on college persistence beyond the first year of college, (2) testing whether the effects of motivation and social connectedness on third-year retention and transfer are direct, indirect, or both, and (3) testing whether the effects of academic performance, motivation, and social connectedness are different for retention and transfer. We found that academic performance has large effects on likelihood of retention and transfer; academic self-discipline, pre-college academic performance, and pre-college educational development have indirect effects on retention and transfer; and college commitment and social connectedness have direct effects on retention. Academic self-discipline led to greater first-year academic performance, which suppressed its effect on retention and transfer. Practical and theoretical implications of these findings and directions for future research are discussed. A previous version of this paper was presented at the 2nd Annual National Symposium on Student Retention, Albuquerque, New Mexico, October 2006.  相似文献   

12.
This investigation applied, as the theoretical base, a model of student persistence and departure (Tinto, 1987) to explore the nature of the relationship between career decision-making self-efficacy and integration. Career decision-making self-efficacy identifies students' perceived confidence (self-efficacy) in their ability to plan and execute vocationally relevant tasks in the educational environment. The sample comprised 418 underprepared students. Data were analyzed using correlation, analysis of variance, and multiple regression. There is an interrelationship between perceived career decision-making self-efficacy and integration (overall, social, and academic) for underprepared college students. The variance in students' integration can be explained by their career decision-making self-efficacy and by their initial goals and commitments. Career decision-making self-efficacy surpassed all other variables in explaining the variance in overall and academic integration. Based on these research results, career decision-making self-efficacy should be considered as a variable in future studies of integration, a longitudinal study should be conducted to determine the direct relationship of career decision-making self-efficacy to persistence and attrition, and if a relationship to persistence is found, then the rationale exists for the design and experimental testing of interventions aimed at increasing career decision-making self-efficacy.  相似文献   

13.
In England, students with immigrant background exhibit lower educational attainment than those without immigrant background. Family socioeconomic status (SES) helps explain differences in educational attainment, but a gap remains that differs in size for students with different immigrant backgrounds. While the explanatory repertoire for the remaining gap is broad, it has been neglected to comprehensively investigate whether family SES constructs are equivalent across students with different immigrant backgrounds. Using data from the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU) for England (n = 4,315), the paper applies exploratory structural equation modelling (ESEM) to evaluate measurement invariance of family background constructs across students without and with immigrant background, specifically Pakistani/Bangladeshi immigrant background. Results suggest differences in the structure of family SES indicators across groups and in their association with educational attainment. Complementary variables are suggested to enhance family SES indicators. Findings are relevant to researchers investigating educational inequalities related to immigrant background.  相似文献   

14.
The role of finances in the persistence process: A structural model   总被引：1，自引：5，他引：1  
The study empirically examined the role of finances on college persistence by presenting a causal model that relied on several theoretical frameworks. A quantitative model was tested via linear structural equations for categorical data that incorporated constructs from the financial aid literature as well as the persistence literature. The research design was longitudinal in nature and analyses were conducted on a sample of 466 college students who were attending a large public urban commuter institution in the spring of 1989. In sum, results appear to suggest that financial aid, and its concomitant attitude, is important not only because it equalizes opportunities between affluent and low-income students, but also because it facilitates the integration of the student into the academic and social components of the institution as well as by influencing his or her commitment to stay in college.  相似文献   

15.
Research within the context of inclusive education is strongly focused on the investigation of students’ special educational needs (SEN). However, a broader understanding of inclusion requires consideration of other factors that may compromise inclusion, especially when it comes to social participation. This study investigates the social participation of 512 students from Austrian secondary mainstream schools. Aside from students’ SEN, their migration biography, gender and socio-economic status (SES) were also considered. Students’ social participation was measured using peer nominations and peer status. The results indicate that, apart from students with SEN, those with a migration biography and low SES are at risk of low social participation. Amongst the popular students, those with SEN were significantly underrepresented. Regarding peer nominations, students with SEN received less positive and more negative nominations compared to those without SEN. Similar effects for negative nominations were found for students with migration biography and extreme SES. The results suggest that being at risk of low social participation is not only a problem for students with SEN but also a problem for those belonging to minority groups. In terms of research and practical implications (e.g., prevention of the negative outcomes of low social participation), the results of the current study suggest considering student diversity in a broader sense. Furthermore, students from other minority groups, such as those with a migration biography or students from low socio-economic status backgrounds (SES), are likely to suffer from social exclusion.  相似文献   

16.
This study tested a modified version of Tinto's student attrition model on a Chicano student population in two-year colleges. Structural equation modeling and LISREL VI were used to examine the parameter estimates of the structural and measurement models of the hypothesized causal model. Measures of goodness of fit were examined to provide indices for the overall fit of the causal model in the study. The measurement and structural models were found to represent a plausible causal model of student retention among Chicano students. Although the measures used in assessing the fit of the model reflected the overall strength of the hypothesized model, the present study was not entirely supportive of Tinto's model. The findings were only minimally supportive of the hypothesized relationship between measures of academic integration and retention. The results indicated that the hypothesized relationship between measures of social integration could not be substantiated. Moreover, measures of initial commitments were found to have a significantly large direct effect on the dependent variable, retention.  相似文献   

17.
The study consisted of 25 full-time Electronic Technician Certificate students with 16 randomly assigned to an experimental group registered in a team-taught learning community and with nine randomly assigned to a control group registered for individually taught unlinked classes. We hypothesized that the experimental group would have significantly better academic and social integration and more positive perceptions of their experiences than the control class as well as higher course grades and grade point averages, more contact with classmates and instructors, and greater commitment to college and second semester persistence. Both student self-reported surveys and institutional data were analyzed. Results indicated that the team-taught learning community did make a difference to its students and yielded quantitative and qualitative support for hypotheses dealing with student perceptions of academic and social integration. Findings failed to support hypotheses dealing with behavioral outcomes except for strong support for commitment to college.  相似文献   

18.
When exploring the effects of leadership on students, most studies have focused on either how leadership affects the students’ academic outcomes or how it contributes to their personal development. This study merged both approaches and aimed to measure the mediating effects of self-efficacy and self-determination among leadership, students’ intentions to persist and GPA. A Structural Equation Analysis was applied to a data-set of 1009 students from 39 countries to examine these relationships. The results showed a full mediating effect of academic self-efficacy between leadership and students’ intentions to persist and between leadership and GPA, and revealed a full mediating effect of self-determination through autonomy and relatedness constructs between leadership and intention to persist. This result implies that even though leadership does not directly affect students’ academic outcomes, it enhances their confidence and motivation, which provides them with the inner drive to aim high, persevere and achieve their goals. The theoretical and practical implications of these results are also discussed.  相似文献   

19.
The primary purpose of this study was to validate Tinto's theoretical model of student dropout in a distance education programme enrolling adult students. The variables used in adapting the model to the distance education situation were consistent with accepted definitions of the essential elements in Tinto's model: student background characteristics, academic and social integration, goal satisfaction, institutional commitment, and the criterion, student dropout. The study surveyed 356 students enrolled in university‐level courses at The Open Learning Institute (OLI) located in Richmond, British Columbia. Discriminant and path analyses were the basic statistical procedures used to assess the predictive validity of the model and determine the pattern of association among model variables. Previous validation studies of Tinto's model suggested social integration factors would have little effect on dropout behaviour among non‐traditional student groups. However, in the present study, direct telephone contact between faculty and students significantly influenced student commitment and persistence. Overall, the Tinto model appears to be a useful framework within which to investigate the process of student attrition‐persistence in a distance education institution.  相似文献   

20.
ABSTRACT

Opportunities for social mobility are generated by education systems designed to alleviate the effects of social origin by providing equality of opportunities and resources. The persistence of the strong association between socioeconomic status (SES) and child’s educational achievement and attainment suggests that social origin continues to play an integral role in the educational outcomes of successive generations of Australians. Sociologists draw on a range of theoretical perspectives to explain this association including Bourdieu’s cultural and social capital theories. Using data collected by the Longitudinal Survey of Australian Youth 2009 (LSAY09) project, I examine the associations between student SES, school SES and two outcome variables: Programme for International Student Assessment (PISA) score and university enrolment. The results indicate that low SES students attending high SES schools perform better on PISA tests than low SES students attending low SES schools. After controlling for PISA score, low SES students were less likely than their high SES peers to enrol at university. Furthermore, students attending low SES schools were less likely than their peers attending high SES schools to enrol at university, net of their individual SES and their PISA scores.  相似文献   

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