College Persistence: Structural Equations Modeling Test of an Integrated Model of Student Retention

Cabrera, Alberto F.; Nora, Amaury; Castañeda, Maria B.

doi:10.2307/2960026

Cited by 419 publications

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“…Braxton, Milem, & Sullivan, 2000;Cabrera, Nora, & Castaneda, 1993;Mallette & Cabrera, 1991;Nora & Cabrebra, 1993;Rickinson & Rutherford, 1995). As discussed earlier, we hypothesize a potential conflict between in-role and extra-role performance, suggesting that in-role behavior may have a negative relationship with university commitment, that is, students high in affective commitment will put less emphasis on in-role behavior in terms of fast degree completion as contributing to their university (their commitment target) is more important to them than achieving a degree within a short period of time (in-role performance).…”

Section: University Students' Commitment and In-and Extra-role Performentioning

confidence: 99%

The impact of university students’ commitment on in- and extra-role performance

Felfe

Schyns

Tymon

2014

Journal of Applied Research in Higher Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractResearch has shown that employee commitment is an important factor in performance.Research into student commitment in the university context is less common and only few studies explore the different components and foci of commitment. This study examines the meaning of students' commitment in the university context. Based on a survey of 530 students, our results confirmed that, similar to the work context, different components and foci of commitment exist. Commitment to the university is primarily positively related to extra-role performance. Commitment to the study subject is positively related to both in-role and extra-role performance. Affective commitment to the university shows the strongest relationship with extra role-performance. However there is a potential conflict between the two types of performance. The relationship between affective commitment to the university and extra-role performance decreases for students with a high intention to study efficiently as an indicator of in-role performance. We conclude that universities should strive to improve their students' commitment, especially affective commitment to encourage a balance of both in-role and extra-role performance.

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Section: University Students' Commitment and In-and Extra-role Performentioning

confidence: 99%

The impact of university students’ commitment on in- and extra-role performance

Felfe

Schyns

Tymon

2014

Journal of Applied Research in Higher Education

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“…We first provide a brief overview of several of the conceptual models, including the work of Tinto (1975), Bean (1980), and Cabrera, Nora, and Castañeda (1993) from the education literature, as well as the work of Becker (1974), Light (1996), and Stratton, O'Toole, and Wetzel (2004) associated with the human capital literature from economics. These conceptual models help identify the factors likely associated with attrition to evaluate in empirical work.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Bean's Student Attrition Model (1980) stresses the role of behavioral intentions and financial factors on attrition. Cabrera, Nora, and Castañeda (1993) Becker's approach, to human capital formation in general and educational achievement specifically, explicitly incorporates all factors judged to affect either the costs or the benefits of the decision. According to a human capital model of attrition, students will remain enrolled in college as long as the present value of expected benefits exceeds the present value of expected costs (PVB>PVC).…”

Section: Literature Reviewmentioning

confidence: 99%

Are the Factors Affecting Dropout Behavior Related to Initial Enrollment Intensity for College Undergraduates?

2006

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit company supported by Deutsche Post World Net. The center is associated with the University of Bonn and offers a stimulating research environment through its research networks, research support, and visitors and doctoral programs. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion.Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. We use data from the 1990/94 Beginning Post-Secondary Survey to determine whether the factors associated with long-term attrition from higher education differ for students who initially enrolled part-time as compared to for students who initially enrolled full-time. Using a two-stage sequential decision model to analyze the initial enrollment intensity decision jointly with attrition, we find no evidence of correlation in the unobservables that necessitates joint estimation, but substantial evidence that the factors associated with attrition differ by initial enrollment status. The timing of initial enrollment, academic performance, parental education, household characteristics, and economic factors had a substantially greater impact on those initially enrolled full-time, while racial and ethnic characteristics had a greater impact on those initially enrolled part-time. The results of our study suggest that separate specifications are necessary to identify at-risk full-time as compared with at-risk part-time students.JEL Classification: I21

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“…Table 1 gives the possible outcomes for freshman level courses, and Table 2 gives the possible outcomes for sophomore level courses. 9 Wetzel (1999), Singell (2004) and Rawlson (2006), among other researchers dealing with retention, find that student performance is important in determining whether students remain in school or leave. The SE 2 policy's goal is to improve student performance by increasing study skills and the preparedness of the students.…”

Section: The Success Equals Effort (Se 2 ) Policymentioning

confidence: 99%

“…It seems plausible to assume that beginning in the Fall of 2004, the SE 2 policy was strictly enforced. 9 Roughly speaking, knowledge and effort grades are weighted .4 and .6 for freshman courses and by .6 and .4 in sophomore courses. …”

Section: The Success Equals Effort (Se 2 ) Policymentioning

confidence: 99%

<em>Non-cognitive Ability, College Learning, and Student Retention</em>

Gray¹,

Swinton²

2017

The Journal of Negro Education

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Recent decades have seen a steady increase in college enrollment rates, which has not been accompanied by a corresponding increase in graduation rates. If this discrepancy is at least partly due to insufficient "effort" exerted by students, policies that aim at rewarding effort explicitly may succeed at increasing graduation rates. This paper uses a unique and rich administrative data set to analyze the impact of the introduction of a new grading policy on performance and retention rates at Benedict College, a Historically Black College in Columbia, South Carolina. According to the new grading policy, grades for freshman and sophomore courses are determined in part by performance on tests and in part by measures of "effort" such as attendance and class participation. The policy was intended to inspire a sense of discipline in students' attitudes towards academic work, in the hope of improving learning and graduation rates. However, the data show that the introduction of the new grading policy was actually followed by an increase in dropout rates, disproportionately due to students with pre-college GPAs above the mean. This paper describes a simple theoretical model that illustrates how this observed change can be a result of the interaction between the increased disutility caused by the larger effort required by the new policy, and the uncertainty that relates effort to knowledge grades, an uncertainty that only disappears after the final grades are assigned. Overall, student SAT composite scores, ACT composite scores and high school GPAs are not great predictors of survival after the policy change.

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College Persistence: Structural Equations Modeling Test of an Integrated Model of Student Retention

Cited by 419 publications

References 0 publications

The impact of university students’ commitment on in- and extra-role performance

The impact of university students’ commitment on in- and extra-role performance

Are the Factors Affecting Dropout Behavior Related to Initial Enrollment Intensity for College Undergraduates?

<em>Non-cognitive Ability, College Learning, and Student Retention</em>

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