Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

Hadjar, Andreas; Haas, Claude; Gewinner, Irina

doi:10.1080/21568235.2022.2056494

Cited by 16 publications

(7 citation statements)

References 44 publications

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“…In the course "Structural equation modeling" students are asked to analyze the model built by researchers from Luxembourg with Eurostudent VII microdata (figure 6) [8]. Research questions of this model are as follows: "How do individual characteristics impact the dropout intention via student commitment and integration?…”

Section: Resultsmentioning

confidence: 99%

Social dimension of higher education: definition, indicators, models

Панченко¹,

Korzhov²,

Khomiak³

et al. 2022

CTE Workshop Proc.

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The article deals with the problem of strengthening the social dimension of higher education. It discusses the definition of social dimension, its indicators, models of student retention and student engagement. The article argues that students should act as active researchers of the topic of social dimension and present the ways to update the content of university courses for Sociology majors, such as "Mathematical and statistical methods of social information analysis", "Social statistics and demography", "Multivariate data analysis", "Structural equation modeling" and other courses for bachelors, master students, and PhDs in Sociology.

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Section: Resultsmentioning

confidence: 99%

Social dimension of higher education: definition, indicators, models

Панченко¹,

Korzhov²,

Khomiak³

et al. 2022

CTE Workshop Proc.

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“…In a study on enrolees in Norwegian welfare state professions, Helland and Hovdhaugen (2021) find no social inequalities in dropout among students in nursing, pre‐school teaching and social work, and only quite small social differences among student teachers. Overall, however, the social differences in dropout rates are considerable (e.g., Aina, 2013; Contini et al., 2018; Hadjar et al., 2022; Li & Carroll, 2020; Ortiz & Dehon, 2013; Powdthavee & Vignoles, 2008; Thomas & Quinn, 2006). The reasons for dropping out also vary between educational fields, and Yorke (2000) finds that an inability to cope with programme demands was a more common reason among students in clinical studies and engineering, whereas dissatisfaction was a more widespread reason in art education.…”

Section: Previous Researchmentioning

confidence: 99%

“…This article examines how social disparities in dropout rates vary by educational field. Previous research has established that students from upper‐ and middle‐class backgrounds, in general, have higher completion rates than their fellow students from working‐class backgrounds (e.g., Contini et al., 2018; Hadjar et al., 2022; Li & Carroll, 2020). Social inequalities in dropout rates thus add to existing social inequalities in educational attainment.…”

Section: Introductionmentioning

confidence: 99%

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Social inequality in completion rates in higher education: Heterogeneity in educational fields

Helland,

Strømme

2024

British Journal of Sociology

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This article examines how social disparities in dropout rates vary by educational field. Previous studies have shown that first‐generation students, in general, have lower higher education completion rates than their fellow students. Less is known, however, about how such disparities vary between educational fields. We distinguish between general and field specific cultural capital and find that general cultural capital mainly operates through academic preparedness in upper secondary school, and after controlling for upper secondary school grade point average (GPA), students with parents with higher education degrees in a different field than themselves do not complete their degrees more often than first‐generation students. More field‐specific advantages of having a parent with a similar education are nonetheless visible in many fields also when we compare students with equal grades. Our analyses of Norwegian register data on the entire student population (N ≈ 400,000) show that the social inequalities are largest in fields that are both soft and pure, like humanities and social science, and that in soft and applied educational fields, like teaching and social work, the social differences are small and insignificant after controlling for GPA from upper secondary school. In fields classified as hard, it is only the students with parents with a similar education who complete their initial degree more often than first‐generation students. We suggest that status group formation, field‐specific cultural capital and micro‐class reproduction may all contribute to explaining these patterns.

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“…These commitments are continually modified by the students' interactions with the social and academic systems of the institution (Fincham et al, 2021). Students who demonstrate delayed or minimal commitment, limit their integration and subsequently increase their risk of drop out (Hadjar et al, 2022). It is only through academic performance and academically purposive interactions between peers and teachers that they [the students] also becomes academically integrated (Naylor et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Student transition into higher education: Time for a rethink within the subject of sport and exercise science?

Timmis

Pexton²,

Cavallerio³

2022

Front. Educ.

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The first year of higher education (HE) marks one of the most significant transitions in a student’s life. Within the U.K., the subject area of Sport and Exercise Science (SES) has a problem with effectively supporting and retaining students as they transition into HE. If students’ capabilities to successfully transition are to be fully understood and resourced, it is necessary for research to foreground students’ lived realities. Utilising letter to self-methodology, 58 s- and third-year undergraduate SES students wrote to their younger self, providing guidance on how to successfully transition into HE. Data were analysed using reflexive thematic analysis. Six themes and four sub-themes were identified. Following the development of a single composite version of an “Older, wiser self letter” to represent the identified themes, this resource was integrated into the institution’s pastoral care resources and sessions where personal tutors connected with their tutees. Student member reflections were completed to gather feedback regarding the resource’s effectiveness. The composite letter provides an authentic account of how to face obstacles encountered as students transition into HE. Students’ member reflections highlighted that the letter was a valuable resource as a prompt for discussion regarding their experiences of transitioning into HE. When in the student journey the letter was read was particularly important. The value of this composite letter lies in the implementation of tutor-tutee and student peer-peer conversations at key “moments” throughout their journey in HE, helping students understand the challenges and opportunities for success during transition.

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Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

Cited by 16 publications

References 44 publications

Social dimension of higher education: definition, indicators, models

Social dimension of higher education: definition, indicators, models

Social inequality in completion rates in higher education: Heterogeneity in educational fields

Student transition into higher education: Time for a rethink within the subject of sport and exercise science?

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