Parental, Residential, and Self-Belief Factors Influencing Academic Persistence Decisions of College Freshmen

Abstract

Based on Tinto's model of academic persistence, this study explored background and personal factors that theoretically impact the academic persistence decisions of college freshmen. The factors studied were (a) parental educational attainment, (b) parental valuing of education, (c) high school grade point average, (d) residential status (on-vs. off-campus), (e) personal valuing of education, (f) perceived academic preparation, (g) academic self-expectancy, (h) educational self-efficacy, and (i) selfesteem. The study sample consisted of 378 (135 male and 243 female) freshmen who were 18 and 19 years old. Hierarchical regression analyses revealed that more positive academic persistence decisions were predicted by residential status (living on-campus) and self-beliefs, specifically greater educational self-efficacy, self-esteem, and personal valuing of education. These findings suggest that researchers, counselors, and college policy makers consider residential status as well as students' beliefs about themselves when making decisions related to increasing retention of college freshmen.

Longitudinal Linkages among Parents’ Educational Expectations, Youth’s Educational Expectations, and Competence in Mexican-origin Families

“…This study focuses on youth's perceived academic competence as the self-schemata construct critical for shaping youth's educational expectations (Wigfield & Eccles, 2000). Research specifically documents that self-related constructs of believing in one's abilities are integral for shaping youth's expectations for success (Walsh, & Robinson Kurpius, 2016). Thus, guided by Expectancy Value Theory, the current study proposes that perceived academic competence is essential for shaping youth's educational expectations.…”

Enfoques de aprendizaje y perspectiva temporal: persistencia en estudiantes universitarios

“…El compromiso de los estudiantes con su educación es un componente clave para promover decisiones positivas relacionadas con la persistencia académica (Davidson et al, 2009;Walsh & Robinson Kurpius, 2016). Este compromiso de los estudiantes con la institución se refiere a aspectos como su grado de satisfacción, su sentimiento de pertenencia o la calidad que perciben en la institución (Nora y Cabrera, 2010).…”

Determinant Factors for Undergraduate Student’s Dropout in an Accounting Studies Department of a Brazilian Public University

“…Applied to dropout in upper education, this theory suggests that the university student will drop out when some activity competing with the studies (such as work, in some cases) is more cost-effective than the continuation of studies (TINTO, 1975). Thus, it is expected that the closer to the completion of the undergraduate program, the higher the cost of dropping out compared to the benefit of completing higher education, which would explain the fact that dropout rates are higher in the initial stage of the program as evidenced by several empirical studies (STRAHAM, & CREDÉ, 2015, WALSH, & KURPIUS, 2016.…”