The Journal of Higher Education · 1977 · 74 citations · 12 references
EducationEducational PsychologyHigher EducationGroup DynamicsPersonality PsychologyStudent EngagementPersistence AnalysisStudent Demographics AnalysisStudent ParticipationStudent PersistenceStudent RetentionTeacher-student RelationshipsCollege TransitionFaculty-student InteractionGroup DiscriminationInformal InteractionInstructor-student InteractionLinear Discriminant AnalysisStudent Attrition ModelingStudent Persistence Models
In a test of Tinto's theoretical model of attrition, this study investigated the pattern of relationships between different types of student-faculty interaction beyond the classroom and college persistence during the freshman year. After controlling for student sex, academic aptitude and personality attributes, freshman persisters were found to have a significantly higher (p < .01) frequency of interactions along six dimensions than were voluntary leavers. Discriminant analysis indicated that student-faculty interactions focusing on discussion of intellectual or course related concerns contributed most to group discrimination.
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