Pub Date : 2022-12-14DOI: 10.1177/15210251221145007
dan McCauley
This quantitative research study sought to examine the differences in retention and degree attainment for college students depending on their home locale and the location of their institution of attendance. Students were divided into four groups: rural students who attended a rural institution, rural students who attended an urban institution, urban students who attended a rural institution, and urban students who attended an urban institution. The study utilized a chi-square test of homogeneity to determine if there was a statistically significant difference between the four groups. Analysis found statistically significant differences in retention and degree attainment based on the student's home locale and the location of their institution of attendance. Urban students who attended an urban institution were statistically significantly more likely to be retained. Rural students who attended a rural institution were statistically significantly more likely to attain their degree. Students who attended institutions that were in locations similar to their home locale had the highest retention and degree attainment.
{"title":"A Quantitative Analysis of Rural and Urban Student Outcomes Based on Location of Institution of Attendance","authors":"dan McCauley","doi":"10.1177/15210251221145007","DOIUrl":"https://doi.org/10.1177/15210251221145007","url":null,"abstract":"This quantitative research study sought to examine the differences in retention and degree attainment for college students depending on their home locale and the location of their institution of attendance. Students were divided into four groups: rural students who attended a rural institution, rural students who attended an urban institution, urban students who attended a rural institution, and urban students who attended an urban institution. The study utilized a chi-square test of homogeneity to determine if there was a statistically significant difference between the four groups. Analysis found statistically significant differences in retention and degree attainment based on the student's home locale and the location of their institution of attendance. Urban students who attended an urban institution were statistically significantly more likely to be retained. Rural students who attended a rural institution were statistically significantly more likely to attain their degree. Students who attended institutions that were in locations similar to their home locale had the highest retention and degree attainment.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"32 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90964452","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 : 2022-11-27DOI: 10.1177/15210251221138933
Liane I. Hypolite, Joseph A. Kitchen, Adrianna Kezar
Higher education institutions are utilizing comprehensive college transition programs (CCTPs) to streamline support, promote retention and success, and address the structural barriers that at-promise students face. Yet, research about the role of CCTPs rarely explores the importance of major and career self-efficacy (MCSE) for these populations, despite the established connection between MCSE and success outcomes. External pressures on degree attainment further emphasize the importance of major and career decision-making processes. Based on longitudinal survey data from the Promoting At-Promise Student Success (PASS) project, quasi-experimental modeling shows that CCTP participants have significantly greater MCSE than students without program exposure, which points to the important role of major and career-related programming and support implemented as part of CCTPs to promote at-promise student success. Implications for advancing the development of MCSE for low-income, first-generation, and racially minoritized students are offered as potential strategies for addressing equity gaps related to retention and completion.
{"title":"Developing Major and Career Self-Efficacy Among At-Promise Students: The Role of a Comprehensive College Transition Program","authors":"Liane I. Hypolite, Joseph A. Kitchen, Adrianna Kezar","doi":"10.1177/15210251221138933","DOIUrl":"https://doi.org/10.1177/15210251221138933","url":null,"abstract":"Higher education institutions are utilizing comprehensive college transition programs (CCTPs) to streamline support, promote retention and success, and address the structural barriers that at-promise students face. Yet, research about the role of CCTPs rarely explores the importance of major and career self-efficacy (MCSE) for these populations, despite the established connection between MCSE and success outcomes. External pressures on degree attainment further emphasize the importance of major and career decision-making processes. Based on longitudinal survey data from the Promoting At-Promise Student Success (PASS) project, quasi-experimental modeling shows that CCTP participants have significantly greater MCSE than students without program exposure, which points to the important role of major and career-related programming and support implemented as part of CCTPs to promote at-promise student success. Implications for advancing the development of MCSE for low-income, first-generation, and racially minoritized students are offered as potential strategies for addressing equity gaps related to retention and completion.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"4 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79981098","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 : 2022-11-16DOI: 10.1177/15210251221138065
Janet Spitzig, Blake J. Renner
This study aimed to examine the relationship between student engagement and student retention of adult learners at community colleges. The relationship between student retention and the five Community College Survey of Student Engagement (CCSSE) student engagement benchmarks (active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners) was examined using binary logistic regression. This study used secondary data from the CCSSE, including 26,326 adult students (25 and older) from the 2019 CCSSE cohort who were credential-seeking at the community college (participants from 588 colleges in 46 states). This study confirmed a positive relationship between student engagement of adult learners at community colleges and student retention. Individually, each of the CCSSE benchmarks increased the likelihood of student retention. As a combined model, academic challenge and support for learners were the only significant benchmarks. This research confirmed that student engagement strategies benefit adult learners at community colleges.
{"title":"Student Engagement and Retention of Adult Learners at Community Colleges","authors":"Janet Spitzig, Blake J. Renner","doi":"10.1177/15210251221138065","DOIUrl":"https://doi.org/10.1177/15210251221138065","url":null,"abstract":"This study aimed to examine the relationship between student engagement and student retention of adult learners at community colleges. The relationship between student retention and the five Community College Survey of Student Engagement (CCSSE) student engagement benchmarks (active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners) was examined using binary logistic regression. This study used secondary data from the CCSSE, including 26,326 adult students (25 and older) from the 2019 CCSSE cohort who were credential-seeking at the community college (participants from 588 colleges in 46 states). This study confirmed a positive relationship between student engagement of adult learners at community colleges and student retention. Individually, each of the CCSSE benchmarks increased the likelihood of student retention. As a combined model, academic challenge and support for learners were the only significant benchmarks. This research confirmed that student engagement strategies benefit adult learners at community colleges.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"31 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81192104","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 : 2022-11-01DOI: 10.1177/15210251221133767
Mia B. Russell, Lorna Saboe-Wounded Head, Kelli Wolfe-Enslow, J. Holland, Nicholas Zimmerman
Millions of students experienced increased levels of stress and worries about their college pursuits as they were forced to abrupt pivot to online and hybrid learning due to the global pandemic. Drawing from the theory of human needs, this study examined the extent to which COVID-19 influenced the relationship between financial well-being, needs satisfaction, and college persistence among undergraduate college students. Findings suggest financial well-being and needs satisfaction predicted college persistence. We also found that as social belonging (group connection) and self-actualization (academic achievement) increase, college persistence decreases. Both needs satisfaction and financial well-being were important and of critical nature, pre-pandemic, and were amplified for students during the pandemic. Suggestions on how university administrators and faculty can support their students amid crises, such as COVID-19, are provided.
{"title":"The COVID-19 Effect: How Student Financial Well-Being, Needs Satisfaction, and College Persistence has Changed","authors":"Mia B. Russell, Lorna Saboe-Wounded Head, Kelli Wolfe-Enslow, J. Holland, Nicholas Zimmerman","doi":"10.1177/15210251221133767","DOIUrl":"https://doi.org/10.1177/15210251221133767","url":null,"abstract":"Millions of students experienced increased levels of stress and worries about their college pursuits as they were forced to abrupt pivot to online and hybrid learning due to the global pandemic. Drawing from the theory of human needs, this study examined the extent to which COVID-19 influenced the relationship between financial well-being, needs satisfaction, and college persistence among undergraduate college students. Findings suggest financial well-being and needs satisfaction predicted college persistence. We also found that as social belonging (group connection) and self-actualization (academic achievement) increase, college persistence decreases. Both needs satisfaction and financial well-being were important and of critical nature, pre-pandemic, and were amplified for students during the pandemic. Suggestions on how university administrators and faculty can support their students amid crises, such as COVID-19, are provided.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46862361","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 : 2022-11-01DOI: 10.1177/15210251221133374
Tim Baalmann, Ana Brömmelhaus, Julika Hülsemann, Michael Feldhaus, Karsten Speck
The importance of close social contacts in the educational process has been widely documented, but mainly for the school sector. The present article examines the importance of close relationships on university students’ dropout tendencies. Using longitudinal panel data collected at a medium-sized German university, students (N = 7,169) were surveyed in four waves. The authors investigate how the family situation, partnerships and relations to peers correspond with students’ dropout intentions. Data analyses revealed three main findings: First, parental educational aspirations negatively influence the tendency to dropout. Second, students living in partnerships display lower dropout intentions; however, a new partnership favors the tendency to drop out. Third, while close friends decrease students’ dropout intentions, having a high proportion of friends from non-university life domains increases them.
{"title":"The Impact of Parents, Intimate Relationships, and Friends on Students’ Dropout Intentions","authors":"Tim Baalmann, Ana Brömmelhaus, Julika Hülsemann, Michael Feldhaus, Karsten Speck","doi":"10.1177/15210251221133374","DOIUrl":"https://doi.org/10.1177/15210251221133374","url":null,"abstract":"The importance of close social contacts in the educational process has been widely documented, but mainly for the school sector. The present article examines the importance of close relationships on university students’ dropout tendencies. Using longitudinal panel data collected at a medium-sized German university, students (N = 7,169) were surveyed in four waves. The authors investigate how the family situation, partnerships and relations to peers correspond with students’ dropout intentions. Data analyses revealed three main findings: First, parental educational aspirations negatively influence the tendency to dropout. Second, students living in partnerships display lower dropout intentions; however, a new partnership favors the tendency to drop out. Third, while close friends decrease students’ dropout intentions, having a high proportion of friends from non-university life domains increases them.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"12 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81343989","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 : 2022-10-26DOI: 10.1177/15210251221134686
Federick J. Ngo, David Lee
Increased and targeted counseling and advising may be an effective way to support English learner students enrolled in programs for English for Speakers of Other Languages (ESOL). This study examines ESOL student outcomes after an embedded counseling intervention in which college counselors repeatedly visited ESOL course sections to discuss academic options and introduce students to campus resources and support. Matching analyses comparing demographically and academically similar students who did and did not have exposure to the embedded counseling intervention indicate positive relationships between counselor contact and persistence outcomes, but not academic achievement outcomes. ESOL students who received embedded counseling were significantly more likely to return and re-enroll in subsequent ESOL courses than those who did not have this exposure. Since embedded counseling may have helped students feel more connected to and supported by the college, the results suggest counselor contact may be critical for the retention and persistence of students in ESOL programs.
{"title":"Bringing Counseling to the Classroom: Embedded Counseling and Student Outcomes in Community College ESOL Programs","authors":"Federick J. Ngo, David Lee","doi":"10.1177/15210251221134686","DOIUrl":"https://doi.org/10.1177/15210251221134686","url":null,"abstract":"Increased and targeted counseling and advising may be an effective way to support English learner students enrolled in programs for English for Speakers of Other Languages (ESOL). This study examines ESOL student outcomes after an embedded counseling intervention in which college counselors repeatedly visited ESOL course sections to discuss academic options and introduce students to campus resources and support. Matching analyses comparing demographically and academically similar students who did and did not have exposure to the embedded counseling intervention indicate positive relationships between counselor contact and persistence outcomes, but not academic achievement outcomes. ESOL students who received embedded counseling were significantly more likely to return and re-enroll in subsequent ESOL courses than those who did not have this exposure. Since embedded counseling may have helped students feel more connected to and supported by the college, the results suggest counselor contact may be critical for the retention and persistence of students in ESOL programs.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"8 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74606892","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 : 2022-10-26DOI: 10.1177/15210251221134683
Melissa Tamayo
{"title":"Book Review: Real outreach: A practical guide to retaining and graduating college students by McPherson, E.","authors":"Melissa Tamayo","doi":"10.1177/15210251221134683","DOIUrl":"https://doi.org/10.1177/15210251221134683","url":null,"abstract":"","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"47 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82402163","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 : 2022-10-09DOI: 10.1177/15210251221127934
Terry T. Ishitani, Jacob A. Kamer
Many existing student persistence and retention studies overlooked the different types of departure (e.g., dropout, transfer) and aggregate them into a single departure variable, as a result, the estimates from these studies are spurious when one is interested in what student characteristics prompt dropout but not transfer. This can be especially relevant when studying the departure behavior of specific student subgroups, such as first-generation students. In response to this shortcoming in previous studies, this study longitudinally analyzed first-generation students’ dropout and transfer behaviors. Paired with nationally represented data, this study uncovered how various student characteristics impact dropout and transfer behaviors differently over time. First-generation students were more likely than students with college-educated parents to leave the system than to transfer. A higher sense of belonging was found to reduce the likelihood of students transferring to other institutions academic years one through four.
{"title":"Exploring First-Generation Students’ Collegiate Outcomes: Longitudinal Comparison of Dropout and Transfer Behaviors","authors":"Terry T. Ishitani, Jacob A. Kamer","doi":"10.1177/15210251221127934","DOIUrl":"https://doi.org/10.1177/15210251221127934","url":null,"abstract":"Many existing student persistence and retention studies overlooked the different types of departure (e.g., dropout, transfer) and aggregate them into a single departure variable, as a result, the estimates from these studies are spurious when one is interested in what student characteristics prompt dropout but not transfer. This can be especially relevant when studying the departure behavior of specific student subgroups, such as first-generation students. In response to this shortcoming in previous studies, this study longitudinally analyzed first-generation students’ dropout and transfer behaviors. Paired with nationally represented data, this study uncovered how various student characteristics impact dropout and transfer behaviors differently over time. First-generation students were more likely than students with college-educated parents to leave the system than to transfer. A higher sense of belonging was found to reduce the likelihood of students transferring to other institutions academic years one through four.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"T152 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82636582","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 : 2022-09-16DOI: 10.1177/15210251221126162
Madison L. Straup, Kalyn Prothro, Abigail Sweatt, Jabeen F Shamji, S. Jenkins
Present-day college students are particularly impacted by the disconcerting effects of Covid-19 because of their vulnerability towards mental health struggles. The current study identified coping strategies used by students in the United States and how those strategies are associated with trauma-related distress. Results showed acceptance, emotional processing, and social support were the most commonly used coping strategies. Furthermore, avoidance coping related to higher distress than more helpful approaches (e.g., humor). Demographic findings revealed that Black students used more religious coping than did White and Asian students. Additionally, older and upper-year students used substances to cope more than did other students, including those with higher grade point averages. Our discussion focuses on how the findings of the present study can be used to enhance student support, resiliency, academic performance, and retention.
{"title":"Coping Strategies and Trauma-Related Distress of College Students During Covid-19","authors":"Madison L. Straup, Kalyn Prothro, Abigail Sweatt, Jabeen F Shamji, S. Jenkins","doi":"10.1177/15210251221126162","DOIUrl":"https://doi.org/10.1177/15210251221126162","url":null,"abstract":"Present-day college students are particularly impacted by the disconcerting effects of Covid-19 because of their vulnerability towards mental health struggles. The current study identified coping strategies used by students in the United States and how those strategies are associated with trauma-related distress. Results showed acceptance, emotional processing, and social support were the most commonly used coping strategies. Furthermore, avoidance coping related to higher distress than more helpful approaches (e.g., humor). Demographic findings revealed that Black students used more religious coping than did White and Asian students. Additionally, older and upper-year students used substances to cope more than did other students, including those with higher grade point averages. Our discussion focuses on how the findings of the present study can be used to enhance student support, resiliency, academic performance, and retention.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42221091","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 : 2022-09-07DOI: 10.1177/15210251221117126
L. Delnoij, J. Janssen, K. Dirkx, H. Vogten, H. Martens, S. Elston, H. Hermans, R. L. Martens
Pre-enrolment self-assessments are a promising way to address student commitment and retention in an early stage. Such assessments aim to inform study decisions by evoking reflection and providing advice for further preparation. Though these assessments require a solid validation process, so far the consequential validity aspect tends to be ignored. To address this gap, the current study investigates self-assessment impact on study choice certainty and enrolment as well as self-assessment fairness. Prospective students (N = 662) orienting towards studying in higher online education took a self-assessment consisting of six subtests. The impact appeared in line with the assessment's purpose for 68.9% of the prospective students: their study choice certainty was adapted or remained unchanged in accordance with their obtained scores. Study choice certainty after the self-assessment related positively to enrolment probability. Additionally, the impact appeared fair (similar across subgroups), though men's study choice certainty appeared relatively robust against unfavourable scores.
{"title":"Do Self-Assessments for Informed Study Decisions Actually Inform Study Decisions? A Model for Evaluating the Consequential Validity Aspect","authors":"L. Delnoij, J. Janssen, K. Dirkx, H. Vogten, H. Martens, S. Elston, H. Hermans, R. L. Martens","doi":"10.1177/15210251221117126","DOIUrl":"https://doi.org/10.1177/15210251221117126","url":null,"abstract":"Pre-enrolment self-assessments are a promising way to address student commitment and retention in an early stage. Such assessments aim to inform study decisions by evoking reflection and providing advice for further preparation. Though these assessments require a solid validation process, so far the consequential validity aspect tends to be ignored. To address this gap, the current study investigates self-assessment impact on study choice certainty and enrolment as well as self-assessment fairness. Prospective students (N = 662) orienting towards studying in higher online education took a self-assessment consisting of six subtests. The impact appeared in line with the assessment's purpose for 68.9% of the prospective students: their study choice certainty was adapted or remained unchanged in accordance with their obtained scores. Study choice certainty after the self-assessment related positively to enrolment probability. Additionally, the impact appeared fair (similar across subgroups), though men's study choice certainty appeared relatively robust against unfavourable scores.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"44 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75655426","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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