A Structural Model for Predicting Student Retention

Sass, Daniel A.; Castro‐Villarreal, Felicia; Wilkerson, Steven M.; Guerra, Norma S.; Sullivan, Jeremy R.

doi:10.1353/rhe.2018.0035

Cited by 19 publications

(6 citation statements)

References 40 publications

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“…To enhance the interpretability of our two-mode network analysis, we assigned these 62 themes to three levels: individual, organization, and system-analogous to the analysis by Daenekindt and Huisman (2020). For example, "A structural model for predicting student retention" (Sass et al, 2018) is classified under college student at the individual level; "The role of the associate dean in UK universities: distributed leadership in action?" (Floyd & Preston, 2018) is classified under leadership at the organizational level; "Equity in higher education and graduate labour market outcomes in Australia" (Li et al, 2017) is classified under labor market at the system level.…”

Section: Shifts In Main Research Themesmentioning

confidence: 99%

An evolving international research collaboration network: spatial and thematic developments in co-authored higher education research, 1998–2018

Marques

Tseng

et al. 2022

Scientometrics

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Co-authored research articles in the disciplinarily heterogeneous field of higher education have dramatically increased in this century. As in other fields, rising international co-authorships reflect evolving international collaboration networks. We examine higher education research over two decades, applying automated bibliometric topic identification and social network analysis of 9067 papers in 13 core higher education journals (1998–2018). Remarkable expansion in the volume of papers and co-authorships has, surprisingly, not resulted in a more diverse network. Rather, existing co-authorship patterns are strengthened, with the dominance of scholars from a few Anglophone countries largely maintained. Researchers globally seek to co-author with leading scholars in these countries, especially the US, UK, and Australia—at least when publishing in the leading general higher education journals based there. Further, the two-mode social network analysis of countries and topics suggests that while Anglophone countries have led the development of higher education research, China and Germany, as leading research-producing countries, are increasingly influential within this world-spanning network. Topically, the vast majority of co-authored papers in higher education research focuses on individual-level phenomena, with organizational and system or country-level analysis constituting (much) smaller proportions, despite policymakers’ emphasis on cross-national comparisons and the growing importance of university actorhood. We discuss implications thereof for the future of the multidisciplinary field of higher education.

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Section: Shifts In Main Research Themesmentioning

confidence: 99%

An evolving international research collaboration network: spatial and thematic developments in co-authored higher education research, 1998–2018

Marques

Tseng

et al. 2022

Scientometrics

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“…This study contributes to the literature in several ways. First, there remains limited published studies that have used SEM to examine effects on first-year retention (Bowman et al, 2019; Cabrera et al, 1993; Collier et al, 2020a; Sass et al, 2018). Furthermore, to our knowledge, incorporating pre-high school (in this case 3rd through 8th grade) performance in studies examining college enrollment, performance and persistence remains uncommon in the literature (Bui, 2005) and is essentially non-existent in studies using SEM– despite theorizations that middle-school performance may affect college enrollment and performance through high school performance (San Pedro et al, 2017).…”

mentioning

confidence: 99%

Modeling First Year Stop Out of Kalamazoo Promise Scholars: Mapping Influences of Socioeconomic Advantage and Pre-College Performance to College Performance and Persistence

Collier

McMullen

2021

Journal of College Student Retention: Research, Theory & Pr

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The Kalamazoo Promise (KPromise) is amongst the most well-known and generous tuition-free policies. This study advances the understanding of Promise student performance and persistence. We used a weighted-least square means and variance adjusted (WLSMV) SEM approach and k-nearest neighbors (k-NN) to deal with missing data. The main model suggested first-year college GPA (β = –.48) possessed the strongest effect on a first-year stop out followed by socioeconomic advantage (β = –.26), high school performance (β = –.25), immediate enrollment (β = –.22), and KPromise funding (β =.06). Model differences from 06–10 and 11–15 cohorts, illustrate that in the later cohorts socioeconomic advantage’s effect on a first-year stop out lessened.

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“…En la misma línea, pareciera que las condiciones de contexto de los estudiantes tiene cierta implicancia en sus logros académicos, donde el estudio individual, el tiempo dedicado al estudio, el compromiso de la institución, el contexto familiar, la ayuda financiera y el esfuerzo parecieran ser variables que promoverían la persistencia de los alumnos (Gipson, et al 2018) junto a la importancia que tienen las variables psicosociales como la eficacia académica, resolución de problemas y conexión con la institución en la predicción de variables de éxito estudiantil, con un efecto potencial indirecto en la retención de los alumnos (Sass et al 2018).…”

Section: Variables Relacionadas Que Impactan El Desempeño Estudiantilunclassified

Desempeño Académico de Estudiantes Universitarios con Ayudas Financieras: Una Revisión de Literatura

Canales¹,

Inostroza²,

Boza³

2021

RVG

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En los últimos años se ha observado un incremento significativo en la matrícula de estudiantes de menores ingresos a la universidad, dado el mayor financiamiento a través de becas y préstamos; sin embargo, la efectividad de estos programas no es tan clara considerando las bajas tasas de retención, persistencia y graduación. El presente estudio tiene como propósito identificar los efectos de las ayudas financieras sobre los indicadores de logros estudiantiles a través de una revisión sistemática de literatura internacional entre 2015 y 2020 para encontrar relaciones entre el desempeño de los estudiantes y las ayudas financieras que reciben. Los resultados demuestran que, en el caso de las becas, el efecto es positivo en los indicadores de rendimiento y graduación; empero, en el caso de los préstamos, el desempeño es heterogéneo y denota un estrés financiero para los estudiantes. Se concluye la necesidad de investigaciones futuras que determinen de manera consistente la significancia de los préstamos en los resultados académicos dada la gran inversión pública en este ámbito, y la vinculación del perfil de estudiantes e instituciones con el impacto de los programas de financiamiento, para contribuir a la selección de programas efectivos y la toma de decisiones de la política pública.

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A Structural Model for Predicting Student Retention

Cited by 19 publications

References 40 publications

An evolving international research collaboration network: spatial and thematic developments in co-authored higher education research, 1998–2018

An evolving international research collaboration network: spatial and thematic developments in co-authored higher education research, 1998–2018

Modeling First Year Stop Out of Kalamazoo Promise Scholars: Mapping Influences of Socioeconomic Advantage and Pre-College Performance to College Performance and Persistence

Desempeño Académico de Estudiantes Universitarios con Ayudas Financieras: Una Revisión de Literatura

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