College Student Performance, Satisfaction and Retention

From Insult to Injury: Explaining the Impact of Incivility

“…Specifically, increased psychological distress and decreased satisfaction with the institution both fostered disengagement from that institution, which then detracted from performance. These relationships among outcomes are consistent with past research in the realms of educational (e.g., Aitken, 1982;Love, 1993;Hatcher et al, 1992) and organizational psychology (e.g., Carr, 2003;Hanisch & Hulin, 1990;Kopelman et al, 1990). Taken together, outcome findings in the present study highlight the multitude of consequences (both direct and indirect) that incivility can have for the targeted individual.…”

“…Based on the higher education literature, we further propose that there will be a strong link between satisfaction with and disengagement from the institution (e.g., Aitken, 1982;Hatcher, Kryter, Prus, & Fitzgerald, 1992;Love, 1993). This research indicates that students with greater levels of satisfaction with their academic environment are more likely to stay active in the academic community and want to be affiliated with the institution (Hatcher et al, 1992).…”

Factors Related to Student Retention in Community College Developmental Education Mathematics

“…Substantial reports not only supported the correlation between grade performance and retention, but also identified grade performance as the single most important factors in predicting student persistence (Achord & McCary, 1974;Aitken, 1982;Astin, 1972Astin, , 1975Blanchfield, 1971;Brag, 1956;Conner, 1968;Fullmer, 1956;Hayes, 1981;Lenning, 1982;Lenning et al, 1980;Little, 1959;Morrisey, 1971;Pedrini & Pedrini, 1977;Rever & Kojaku, 1976;Slocum, 1956). After reviewing 35 studies on college grades and attrition, Summerskill (1962) reported that one out of three dropouts occurred for academic reasons.…”

“…Grade performance was seen as a reflection of both the ability of the student and the preference by the institution for particular types of academic behavior. According to Aitken (1982), grade performance was important because institutions set a minimal level which had to be met by students in order to remain in an institution. Grades provided a feedback message as to how well students were doing relative to both an absolute standard and to their peers.…”

“…Pascarella, Smart, and Ethington (1986) noted that patterns of influence on student persistence or withdrawal behavior may differ substantially for different institutions. For this reason, researchers have advocated that single-institution research was necessary if an accurate profile of persisters and dropouts was to be constructed (Aitken, 1982;Astin, 1975Astin, , 1978Pascarella, 1986).…”