Pub Date : 2024-08-05DOI: 10.1177/15210251241268517
Emily T. Creamer
{"title":"Book Review: Cultivating trauma-informed practices in student affairs by Shalka, T. R.","authors":"Emily T. Creamer","doi":"10.1177/15210251241268517","DOIUrl":"https://doi.org/10.1177/15210251241268517","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"12 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141943268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1177/15210251241268812
Ellián Tuero, Ana B. Bernardo, Elena Blanco, David Vázquez-Merino
University dropout is a process of disassociation from one's studies, which may culminate in dropping out of higher education or changing degree or university. Both are the result of several variables interacting, and there are two that have not yet been sufficiently studied, but which nevertheless seem to have a great impact on the dropout process: resilience and social adaptation. To explore the power they can exert, this study attempted to analyze the approach to drop out using these two variables. The sample comprised 771 students from Spanish universities. Data analysis consists of descriptive, correlational, and regression analyses. The results showed that resilience and social adaptation were able to explain 8.9% of university dropout intention and 6% of degree dropout intention. This finding will help us to better understand the dropout problem and to implement appropriate actions to reduce it and achieve quality education, as proposed in the 2030 Agenda.
{"title":"University Dropout and Transfer Intention, What Is the Influence of Resilience and Social Adaptation on the Two Types of Dropout?","authors":"Ellián Tuero, Ana B. Bernardo, Elena Blanco, David Vázquez-Merino","doi":"10.1177/15210251241268812","DOIUrl":"https://doi.org/10.1177/15210251241268812","url":null,"abstract":"University dropout is a process of disassociation from one's studies, which may culminate in dropping out of higher education or changing degree or university. Both are the result of several variables interacting, and there are two that have not yet been sufficiently studied, but which nevertheless seem to have a great impact on the dropout process: resilience and social adaptation. To explore the power they can exert, this study attempted to analyze the approach to drop out using these two variables. The sample comprised 771 students from Spanish universities. Data analysis consists of descriptive, correlational, and regression analyses. The results showed that resilience and social adaptation were able to explain 8.9% of university dropout intention and 6% of degree dropout intention. This finding will help us to better understand the dropout problem and to implement appropriate actions to reduce it and achieve quality education, as proposed in the 2030 Agenda.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"39 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141887273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1177/15210251241268868
David Gilani
{"title":"Book Review: The Impact of a sense of belonging in college: Implications for student persistence, retention and success by Bentrim, E. M., and Henning, G. W.","authors":"David Gilani","doi":"10.1177/15210251241268868","DOIUrl":"https://doi.org/10.1177/15210251241268868","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"299 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141886147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1177/15210251241268852
Ioakim Boutakidis, Guadalupe Espinoza, Mia Sevier, Andrea Sadek
Promoting student retention and graduation rates in higher education is crucial for both individuals and institutions. Prior research has identified student support initiatives that increase retention and student success, such as Peer Mentor Programs (PMP). However, a better understanding of PMP participation outcomes for transfer and under-represented (UR) students is needed. The current study centers on a college-wide PMP at a 4-year university, targeting undergraduate students from multiple disciplines. A matched control group design was employed, comparing PMP participants with matched non-participants. The results revealed that while a positive association was found for first-year students, this association was not found among transfer students. Moreover, PMP participation significantly improved the 4-year graduation rates of UR students, showcasing the program's potential to address equity gaps. The findings encourage further exploration into program design, mechanisms of action, and the expansion of PMP to reduce achievement disparities in higher education.
{"title":"The Impact of a Peer Mentoring Program on Undergraduate Graduation Rates: A Matched Control Group Design","authors":"Ioakim Boutakidis, Guadalupe Espinoza, Mia Sevier, Andrea Sadek","doi":"10.1177/15210251241268852","DOIUrl":"https://doi.org/10.1177/15210251241268852","url":null,"abstract":"Promoting student retention and graduation rates in higher education is crucial for both individuals and institutions. Prior research has identified student support initiatives that increase retention and student success, such as Peer Mentor Programs (PMP). However, a better understanding of PMP participation outcomes for transfer and under-represented (UR) students is needed. The current study centers on a college-wide PMP at a 4-year university, targeting undergraduate students from multiple disciplines. A matched control group design was employed, comparing PMP participants with matched non-participants. The results revealed that while a positive association was found for first-year students, this association was not found among transfer students. Moreover, PMP participation significantly improved the 4-year graduation rates of UR students, showcasing the program's potential to address equity gaps. The findings encourage further exploration into program design, mechanisms of action, and the expansion of PMP to reduce achievement disparities in higher education.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"75 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141887287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.1177/15210251241266547
Sina Lenski, Nikolai Zinke, Martin Merkt, Natalia Reich-Stiebert, Stefan Stürmer, Hannes Schröter
This study examined the relationship between test anxiety and early indicators of dropout at the largest distance university in Germany. Specifically, we examined how test anxiety correlated with first-year students’ intention to take their first exam, the postponement of it and their performance in it ( N = 542). Results indicated a negative association of (motivational) test anxiety with students’ intention to sit the exam. The postponement of the exam did not correlate with test anxiety. However, our results suggest that male students and students with a migration background were more likely to postpone the exam when test anxiety was high. Furthermore, we observed a strong negative association between (motivational) test anxiety and performance. Additionally, there was a negative association of the intention to sit the exam and exam postponement. Participation intention weakened the negative association between test anxiety and performance. Our findings provide insights for developing interventions aimed at reducing dropout.
{"title":"Early Indicators of Study Delay and Dropout: Test Anxiety and its Link to Exam Participation and Performance","authors":"Sina Lenski, Nikolai Zinke, Martin Merkt, Natalia Reich-Stiebert, Stefan Stürmer, Hannes Schröter","doi":"10.1177/15210251241266547","DOIUrl":"https://doi.org/10.1177/15210251241266547","url":null,"abstract":"This study examined the relationship between test anxiety and early indicators of dropout at the largest distance university in Germany. Specifically, we examined how test anxiety correlated with first-year students’ intention to take their first exam, the postponement of it and their performance in it ( N = 542). Results indicated a negative association of (motivational) test anxiety with students’ intention to sit the exam. The postponement of the exam did not correlate with test anxiety. However, our results suggest that male students and students with a migration background were more likely to postpone the exam when test anxiety was high. Furthermore, we observed a strong negative association between (motivational) test anxiety and performance. Additionally, there was a negative association of the intention to sit the exam and exam postponement. Participation intention weakened the negative association between test anxiety and performance. Our findings provide insights for developing interventions aimed at reducing dropout.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"3 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141777583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-21DOI: 10.1177/15210251241264746
Rachael Ann Cody
The purpose of this research is to examine and integrate the findings of several qualitative studies on student attrition in higher education to identify the factors that influenced study participants’ decisions to switch out or drop out of their initially chosen majors. This meta-ethnography included nine qualitative studies that were analyzed using Noblit and Hare's (1988) seven-step approach to the synthesis of qualitative research. Findings indicate that study participants shared feelings of being underprepared for the academic challenges associated with their chosen majors, that they experienced a lack of support throughout their experience as students in their programs, and that the combination of the lack of preparation and lack of support led students to feel overwhelmed. The findings suggest that students who choose to leave their majors may need additional support from those in their academic areas of interest, as well as from academic advisors.
{"title":"Why Students Leave Their Majors: A Meta-Ethnography","authors":"Rachael Ann Cody","doi":"10.1177/15210251241264746","DOIUrl":"https://doi.org/10.1177/15210251241264746","url":null,"abstract":"The purpose of this research is to examine and integrate the findings of several qualitative studies on student attrition in higher education to identify the factors that influenced study participants’ decisions to switch out or drop out of their initially chosen majors. This meta-ethnography included nine qualitative studies that were analyzed using Noblit and Hare's (1988) seven-step approach to the synthesis of qualitative research. Findings indicate that study participants shared feelings of being underprepared for the academic challenges associated with their chosen majors, that they experienced a lack of support throughout their experience as students in their programs, and that the combination of the lack of preparation and lack of support led students to feel overwhelmed. The findings suggest that students who choose to leave their majors may need additional support from those in their academic areas of interest, as well as from academic advisors.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"130 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-20DOI: 10.1177/15210251241262435
Alexander Karl Ferdinand Loder
Austria's university system has no tuition fees and allows students to enroll in an unlimited program number. Public university funding and students’ enrollment validity are dependent on workload per program. This study aimed to compare the workload of students in multiple programs and their status (dropout, graduation) as basis for further research. The European Credit Transfer System credits and contact hours from course appointments were the major workload measures. Outcome status and enrollment type (one vs. multiple programs) were grouping variables. The sample consisted of 58,282 students in 93,705 programs with 23,526,625 single-course appointments between 2010/11 and 2022/23. Analysis of variance models showed that workload becomes higher as more programs are finished, with graduation as the outcome. On every degree level, students in multiple programs have higher workload measures than students in one program. Both dropouts and graduates accomplish higher workloads compared to single-enrollment students. Future research can build upon this study.
{"title":"Comparing Student Performance in Multiple Enrollments and Single Enrollments: Possible Target Groups for University Management","authors":"Alexander Karl Ferdinand Loder","doi":"10.1177/15210251241262435","DOIUrl":"https://doi.org/10.1177/15210251241262435","url":null,"abstract":"Austria's university system has no tuition fees and allows students to enroll in an unlimited program number. Public university funding and students’ enrollment validity are dependent on workload per program. This study aimed to compare the workload of students in multiple programs and their status (dropout, graduation) as basis for further research. The European Credit Transfer System credits and contact hours from course appointments were the major workload measures. Outcome status and enrollment type (one vs. multiple programs) were grouping variables. The sample consisted of 58,282 students in 93,705 programs with 23,526,625 single-course appointments between 2010/11 and 2022/23. Analysis of variance models showed that workload becomes higher as more programs are finished, with graduation as the outcome. On every degree level, students in multiple programs have higher workload measures than students in one program. Both dropouts and graduates accomplish higher workloads compared to single-enrollment students. Future research can build upon this study.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"25 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141508387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/15210251241248651
Jessica Schmitz Waldrop, Gabriella Lewis, Alex Tawse
Research suggests that noncognitive factors are valuable constructs to further understand student performance in higher education. Grit is one such noncognitive factor to garner significant attention, but questions remain regarding its practical utilization. This study furthers the understanding of how grit can be leveraged in such environments in two key ways. First, it compares the model fit of global and school-specific grit assessments. Grit is typically evaluated as a global, rather than domain-specific, construct; this is based on an unexplored assumption that grit does not vary as a function of context. Second, it explores the extent to which student self-conceptualizations within and outside of the classroom facilitate the relationship between grit and academic performance. Implications of this research provide insight regarding the validity of measuring grit in higher education, as well as explore a novel framework to underpin the development of future institutional-level interventions.
{"title":"Grit and Self-Identity: A Contextual Inquiry Into Academic Performance","authors":"Jessica Schmitz Waldrop, Gabriella Lewis, Alex Tawse","doi":"10.1177/15210251241248651","DOIUrl":"https://doi.org/10.1177/15210251241248651","url":null,"abstract":"Research suggests that noncognitive factors are valuable constructs to further understand student performance in higher education. Grit is one such noncognitive factor to garner significant attention, but questions remain regarding its practical utilization. This study furthers the understanding of how grit can be leveraged in such environments in two key ways. First, it compares the model fit of global and school-specific grit assessments. Grit is typically evaluated as a global, rather than domain-specific, construct; this is based on an unexplored assumption that grit does not vary as a function of context. Second, it explores the extent to which student self-conceptualizations within and outside of the classroom facilitate the relationship between grit and academic performance. Implications of this research provide insight regarding the validity of measuring grit in higher education, as well as explore a novel framework to underpin the development of future institutional-level interventions.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"91 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140883056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-17DOI: 10.1177/15210251241246765
Miriam Sarid
The current study compared social and academic integration and commitment to higher education between 257 college students with ( n = 51) and without ( n = 206) learning disabilities (LDs). It was hypothesized that students with LDs would exhibit lower integration and commitment and that these factors would predict academic success. Students completed a questionnaire assessing integration and commitment. Academic achievement was obtained via GPA approximately 3 years later. Students with LDs displayed higher social but lower academic integration than peers. Overall, findings indicate that lower academic integration among students with LDs may reflect challenges with academic adjustment in college. Higher social integration was related to higher subsequent GPA only for students with LDs, suggesting they employ higher social integration to compensate for their academic challenges.
{"title":"Assessing the Impact of Social and Academic Integration on College Achievement Among Students With and Without Learning Disabilities","authors":"Miriam Sarid","doi":"10.1177/15210251241246765","DOIUrl":"https://doi.org/10.1177/15210251241246765","url":null,"abstract":"The current study compared social and academic integration and commitment to higher education between 257 college students with ( n = 51) and without ( n = 206) learning disabilities (LDs). It was hypothesized that students with LDs would exhibit lower integration and commitment and that these factors would predict academic success. Students completed a questionnaire assessing integration and commitment. Academic achievement was obtained via GPA approximately 3 years later. Students with LDs displayed higher social but lower academic integration than peers. Overall, findings indicate that lower academic integration among students with LDs may reflect challenges with academic adjustment in college. Higher social integration was related to higher subsequent GPA only for students with LDs, suggesting they employ higher social integration to compensate for their academic challenges.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"19 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140614474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1177/15210251241240742
Laura S. Woodward, Sarah D. Patrick, Lisa J. Rapport
This study examines predictors of college success in 968 students, focusing on the influence of grit, demographic, and academic factors, using logistic and Cox regression analyses. It finds that higher grit scores significantly predict increased graduation rates and decreased dropout rates, with gender, ACT scores, entry-level, and summer course enrollment as key factors. The research highlights the importance of considering broader socioeconomic and systemic contexts that affect the development of resilience and grit. It emphasizes that resilience and grit are not only personal attributes but also outcomes shaped by socioeconomic status and systemic barriers, such as income disparities and institutional biases. The study advocates for educational environments that support individual resilience and grit while addressing socio-economic and systemic inequalities to promote equitable student success. This approach calls for integrated supportive structures and policies within educational institutions to alleviate the compounded challenges faced by students, ensuring resilience and grit are nurtured within a context that recognizes and confronts systemic inequity.
{"title":"Grit and Graduation: Exploring Persistence Among Urban University Students","authors":"Laura S. Woodward, Sarah D. Patrick, Lisa J. Rapport","doi":"10.1177/15210251241240742","DOIUrl":"https://doi.org/10.1177/15210251241240742","url":null,"abstract":"This study examines predictors of college success in 968 students, focusing on the influence of grit, demographic, and academic factors, using logistic and Cox regression analyses. It finds that higher grit scores significantly predict increased graduation rates and decreased dropout rates, with gender, ACT scores, entry-level, and summer course enrollment as key factors. The research highlights the importance of considering broader socioeconomic and systemic contexts that affect the development of resilience and grit. It emphasizes that resilience and grit are not only personal attributes but also outcomes shaped by socioeconomic status and systemic barriers, such as income disparities and institutional biases. The study advocates for educational environments that support individual resilience and grit while addressing socio-economic and systemic inequalities to promote equitable student success. This approach calls for integrated supportive structures and policies within educational institutions to alleviate the compounded challenges faced by students, ensuring resilience and grit are nurtured within a context that recognizes and confronts systemic inequity.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"25 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140581241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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