Assessing the Relationships Between Perceived Support From Close Others, Goal Commitment, and Persistence Decisions at the College Level

Strom, Renee E.; Savage, Matthew W.

doi:10.1353/csd.2014.0064

Cited by 30 publications

(25 citation statements)

References 57 publications

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“…The literature on predicting graduation, persistence from one year to the next, as well as intention to graduate from colleges and universities has been heavily influenced by the work of Bean (1982) and Tinto (1975). A large number of studies have examined pre-entry characteristics, such as parental education, age, gender, financial need, high school performance, school and student demographics such as full vs. part-time studies, academic and social integration, student contact with faculty, student engagement, as well as personality, psychosocial adjustment, and social support (Chen, 2012;Hudy, 2007;Jorgensen, Ferraro, Fichten, & Havel, 2009;Heller & Cassady, 2015;Luke, Redekop & Burgin, 2015;National Center for Education Statistics, 2010;Strom & Savage, 2014). Yet, in spite of strong interest and a vast literature, prediction of graduation, drop-out, and intention to graduate have a relatively poor track record, even when a large number of variables such as grades, gender, and survey results are included (e.g., Heller & Cassady, 2015;Jorgensen et al, 2009;Jorgensen, Fichten, & Havel, 2008;Luke, Redekop & Burgin, 2015).…”

Section: Why the Topic Is Importantmentioning

confidence: 99%

Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder

Fichten¹,

Heiman²,

Jorgensen³

et al. 2016

IJHE

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We tested the ability of Ajzen's Theory of Planned Behavior (TPB) model to predict intention to graduate among Canadian and Israeli students with and without a learning disability / attention deficit hyperactivity disorder (LD/ADHD). Results based on 1486 postsecondary students show that the model's predictors (i.e., attitude, subjective norms, perceived behavioral control related to graduation) predicted between 32% and 59% of the variability in intention to graduate. Gender made a minor contribution to the prediction equation and age was unrelated. This suggests that our TPB measure, included in Table 1, is valid for diverse samples and countries. It can be used as a quick, inexpensive way to predict intention to graduate and, as shown by previous investigations, actual graduation rates. Thus, strengthening the three predictors may result in higher graduation rates.

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Section: Why the Topic Is Importantmentioning

confidence: 99%

Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder

Fichten¹,

Heiman²,

Jorgensen³

et al. 2016

IJHE

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show abstract

“…Bean and Metzner (1985) argued that a key factor in nontraditional student attrition was family responsibilities. Furthermore, other literature has demonstrated that family support is key to academic success (Christenson, Rounds, & Gourney, 1992;Dennis, Phinney, & Chuateco, 2005;Palmer, Davis & Maramba, 2011;Strom & Savage, 2014). More specifically, Berkove (1979) found that husband support was important for student success, but interestingly, the women in their study reported little change in their domestic role, which increased stress levels.…”

Section: Work-family-school Satisfactionmentioning

confidence: 83%

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2018

PsiChiJournal

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DEDICATION STATEMENT This issue is dedicated to JON GRAHE, PhD (2016-17 Psi Chi President, Pacific Lutheran University), who first introduced Psi Chi Journal to the Open Science Badges program and later proposed the topic of this special issue. Over the years, Jon has worked tirelessly to create collaborative research opportunities for Psi Chi students, and supported the Journal's transition to an Open Access publication. ABOUT PSI CHI Psi Chi is the International Honor So ci ety in Psychology, found ed in 1929. Its mission: "recognizing and promoting excellence in the science and application of psy chol ogy." Mem ber ship is open to undergraduates, graduate students, faculty, and alumni mak ing the study of psy chol ogy one of their major interests and who meet Psi Chi's min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS), and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges. Psi Chi functions as a federation of chap ters located at over 1,130 senior col leg es and universities around the world. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the Or ga ni za tion and sets pol i cy with the ap prov al of the chap ters. Psi Chi membership provides two major opportunities. The first of these is ac a dem ic rec og ni tion to all in duc tees by the mere fact of mem ber ship. The sec ond is the opportunity of each of the Society's local chapters to nourish and stim u late the pro fes sion al growth of all members through fellowship and activities de signed to augment and en hance the reg u lar cur ric u lum. In addition, the Or ga ni za tion provides programs to help achieve these goals including con ven tions, research awards and grants competitions, and publication opportunities. JOURNAL PURPOSE STATEMENT The twofold purpose of the Psi Chi Journal of Psychological Research is to foster and reward the scholarly efforts of psychology students as well as to provide them with a valuable learning experience. The articles pub lished in the Journal represent the work of under graduates, graduate students, and faculty. To further support authors and enhance Journal visibility, articles are now available in the PsycINFO ® , EBSCO ® , Crossref ® , and Google Scholar data bases. In 2016, the Journal also became open access (i.e., free online to all readers and authors) to broaden the dissemination of research across the psychological science com munity.

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“…Madonna and Philpot (2013) found an attractive goal that is believed to be obtainable is more likely to bring the motivation needed to act on it. Strom and Savage (2014) found that a commitment to graduating did indeed impact an intention to persist. Dennis, Phinney, & Chuateco, (2005) found that motivational factors in attending college, such as intellectual curiosity and desiring the ability to have a rewarding career, are key factors in college adjustment and commitment, even after controlling other features such as gender, ethnicity, economic status and high school GPA.…”

Section: Against the Odds: Perceptions Impacting Continuationmentioning

confidence: 94%

“…The findings of this study were in alignment with the literature, indicating the community college transfer pathway requires a support system for successful navigation. Strom and Savage's (2014) research found that peers and family not only influence the initial decisions about college, such as where to attend and having a goal to graduate, but that family support in particular has a subsequent impact on students as to remaining committed to the goal of graduating with a college degree. Cheng, Ickes, and Verhofstadt (2012) found that perceived family social support had a positive impact on grade point average.…”

Section: It Takes a Village: Supportive Resourcesmentioning

confidence: 99%

Community college transfer and the pathway to a baccalaureate degree : the lived experiences of transfer students

Peters¹

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Many students who start at the community college with the intention of transferring and earning a baccalaureate degree fail to accomplish this goal. This study, using IPA methodology, explored the experiences of seven community college transfer students currently enrolled at a public 4year institution to identify how community college transfer students navigate successful completion of a bachelor's degree. Findings of this study show that these participants depend on internal and outside resources for information, decision-making, motivation and support to persist along this pathway. Critical in the transfer pathway is to establish college and career goals, and then to persist as a result of committing to such goals. Participants experienced both times of struggle as well as enjoyable times. While lacking in social integration at the community college, transfer students found financial and preparatory value in attending. Transitioning to a new institution is difficult, but mediated with preparation, information and support. Contributing to a successful transition is an intense orientation particularly for community college transfer students. Once at the 4-year institution, students experience a rich social integration and a more intense sense of belonging. Support and information from peers, family, faculty and staff along the entire pathway is essential. Findings from this study suggest that students may benefit from ample information such as that regarding transfer pathways between institutions, having exposure to the post-transfer institution prior to transfer such as meeting faculty and staff on campus visits, and providing extensive supportive resources with accessible, caring faculty and staff as well as tutoring and study group opportunities.

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Assessing the Relationships Between Perceived Support From Close Others, Goal Commitment, and Persistence Decisions at the College Level

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Cited by 30 publications

References 57 publications

Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder

Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder

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Community college transfer and the pathway to a baccalaureate degree : the lived experiences of transfer students

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