American Educational Research Journal · 1983 · 492 citations · 18 references
EducationHigher EducationSociologyInstitutional ResearchInstitutional TheoryStudent EngagementInstitutional PersistencePersistence AnalysisStudent ParticipationStudent PersistenceStudent RetentionStudent SuccessDropout Trajectory AnalysisPath ValidationPostsecondary PersistencePredictive ValiditySocial Integration MechanismsStudent Persistence Models
The study examined whether Tinto’s college withdrawal model holds across 4‑year residential, 4‑year commuter, and 2‑year commuter institutions. Researchers analyzed data from 2,326 freshmen at 11 postsecondary institutions using path analysis to test the model. The model was generally predictive, but the influence of social versus academic integration varied by institution type, with social integration more important at residential 4‑year schools and academic integration at commuter schools.
This study investigated the validity of Tinto’s (1975) model of college withdrawal in different types of institutions: 4-year residential institutions, 4-year commuter institutions, and 2-year commuter institutions. Analyses were conducted on a sample of 2,326 freshmen from 11 postsecondary institutions. The results generally supported the predictive validity of the model but suggested that interesting differences in the patterns of influence existed when the data were disaggregated by institutional type. The basic differences across type concerned the concepts of social and academic integration. Social integration played a stronger role in influencing persistence at 4-year, primarily residential institutions, while academic integration was more important at 2- and 4-year, primarily commuter institutions.
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The review of educational research.
Journal of Educational Psychology · 1931 · 1.6K citations
Education, Educational Assessment, Educational Psychology +4