Effects of Peer, Faculty, and Parental Influences on Students' Persistence

Bank, Barbara J.; Slavings, Ricky L.; Biddle, Bruce J.

doi:10.2307/2112838

Cited by 103 publications

(71 citation statements)

References 16 publications

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“…Some researchers have found that faculty norms and self-reported faculty interactions with students influence student behavior above individual, student characteristics (Comeaux 2005a, b). In a single institution study of undergraduates at a large Midwestern university, Bank et al (1990) found that faculty norms significantly affected students' positive university intentions which then affected the student's decision to either remain enrolled or drop out of college. One limitation of this study is that the faculty norms were created by asking students to attribute particular norms to the faculty at their institution, not by asking the faculty themselves.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

“…Bank et al (1990) and Steele (1997) show that the contextual effects of peers i.e. expectations and standards, are even stronger influences on student behavior 1 The term ''norm'' has been utilized in the literature to describe a variety of contexts and often times does not adhere to the Bank et al (1990) definition we employ in this manuscript. In some of the studies reviewed in this section (e.g., Astin 1993;Milem 1998), faculty ''norms'' could more aptly be termed faculty perceptions or faculty attitudes.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

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The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach

Oseguera

Rhee

2009

Res High Educ

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Using multi-institutional data from the Cooperative Institutional Research Program's (CIRP) annual survey of entering freshmen, the Higher Education Research Institute's (HERI) Faculty Surveys, campus registrars' offices, and IPEDS data, we evaluated the extent to which peer institutional retention climates and faculty perceived campus climates influenced individual 6-year retention rates. We used hierarchical generalized linear models (HGLM) to examine the extent to which institutional climate (as measured by peer institutional retention climate and faculty perceived climate), net of students' ability, expectations, and family socioeconomic status, influence students' persistence behavior. We found that institutional retention climate, as defined by a student body's aggregated report of withdrawal intentions, did independently determine whether a student would persist or not. While past research has overlooked peer and faculty climates, the results from this work call for the attention of peer institutional retention climates.

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Section: Background and Literature Reviewmentioning

confidence: 99%

Section: Background and Literature Reviewmentioning

confidence: 99%

The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach

Oseguera

Rhee

2009

Res High Educ

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“…Astin (1993) went so far as to describe a student's peer group as the most influential factor affecting a student's growth while in college. Other studies during the 1990s pointed to peer-to-peer interaction and support as positively impacting students' intent to persist (Eimers & Pike, 1997) as well as actual persistence into the second year (Bank, Slavings, Biddle, 1990).…”

Section: The 1990smentioning

confidence: 99%

The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis.

Berry¹

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DEDICATIONThis dissertation is dedicated to Leshy.iv ACKNOWLEDGEMENTS I love teams. I always have. There is nothing better to me than working as hard as possible toward a common goal with a dedicated group of self-sacrificing people.Unfortunately, I have been told time and time again, writing a dissertation is a lonely process. For me, this was gladly not the case. This has been a team event and any success I have had in this endeavor has been due to the extraordinary talents and generosity of the people that surround me. While I have received support from countless friends and family during this process I would like to specifically acknowledge a few members of my team without whom this accomplishment would not have been possible. v Finally, I would also like to thank by office buddy, Dr. Devon Twyford. It was a long journey and I'm glad we got to make it together.I wish to express my thanks and love to my Mom, Dad, and big brother for a list of things too long to include here. All three of you were "non-traditional" college students and understanding the guts and grit it took each of you to get where you are made all the long days and late nights working on this project seem just a little easier.Like we do with everything else in our family you all made this goal seem important without letting me take myself too seriously. Thanks for all the love and laughs. Thanks to my in-laws as well for supporting me wholeheartedly and for never seeming to doubt that I really did have to miss out on family events because I was "working on my Previous research has shown that while nearly 40% of all students who enter postsecondary institutions leave without ever obtaining a degree, nearly two-thirds of students who persist to their second year eventually obtain a degree. Given the impact of the first year, a multitude of initiatives designed to promote first-to-second year persistence developed. The most popular initiative has been the first year seminar and particularly the extended orientation model of first year seminar. Given its prominence in the undergraduate curriculum, a large body of research has developed in recent decades investigating the first year seminar. However, the predominance of this literature has been conducted as single institution studies thus limiting the generalizability of previous findings. Therefore, in this study I used a systematic review and meta-analysis to move beyond information provided by single institution studies and gain a broader understanding of the overall effectiveness of extended orientation first year seminars.The results indicated that voluntary participation in an extended orientation first year seminar had a statistically significant, positive effect on first term GPA, first year GPA, and first-to-second year retention. For each of these three outcomes, a significant degree of heterogeneity was observed between study effect size estimates. Moderator vii tests did not identify patterns in this heterogeneity but did indicate that, for the first term GPA outcome, courses taught b...

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“…A relatively recent overview of contagion-like influence is given in 35 . Bank 36 identified different types of influence on students' persistence such as peer, faculty, and parental influences. Parents and peers were found to have stronger influences than were the faculty on the persistence of students.…”

Section: Related Workmentioning

confidence: 99%

Agent-Based Modeling and Simulation of Depression and Its Impact on Student Success and Academic Retention

Abdelhamid¹,

Kuhlman²,

Marathe³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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, he is interested in designing and building software systems to enable domain experts to easily access and effectively use high performance computing to perform and share the findings of simulations and large scale data analyses. Other aspects of his research focus on how to use these systems as learning tools for students and teachers. Dr. Chris J. Kuhlman, Virginia Bioinformatics InstituteChris is a Research Scientist at the Biocomplexity Institute at Virginia Tech. His research interests include discrete dynamical systems, agent-based modeling and simulation, distributed and high performance computing, algorithms, social sciences and modeling, and network science. In the U.S., major depressive disorder affects approximately 14.8 million American adults. Furthermore, depression can lead to a several other illnesses and disabilities. Economic burden of depression is estimated to be $53 billion annually in the U.S. alone. Depression can reach high levels that can lead to suicide, the third leading cause of death among the U.S. college-aged population.Studies show a direct relation between mental health and academic success. In particular, depression is a significant predictor of lower GPA and increased drop out rate. A 15 point increase on the depression scale correlates with a 0.17 drop in GPA and corresponds to a 4.7 percent increase in probability of dropping out. High dropout rates also adversely impact both universities and society.In this work, we construct and exercise an agent-based model (ABM) of the evolution of depression among a population of roughly 19,000 college students. This model includes within-agent interactions among depression symptoms and agent-to-agent interactions defined by a college student social network. We conduct simulation studies to identify (model) parameters and initial conditions that most influence population outcomes. Connectivity among within-agent symptoms is demonstrated to have a large effect on population levels of depression.

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Effects of Peer, Faculty, and Parental Influences on Students' Persistence

Cited by 103 publications

References 16 publications

The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach

The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach

The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis.

Agent-Based Modeling and Simulation of Depression and Its Impact on Student Success and Academic Retention

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