The estimation of a conceptual model of nontraditional undergraduate student attrition

Metzner, Barbara S.; Bean, John P.

doi:10.1007/bf00992303

Cited by 254 publications

(250 citation statements)

References 14 publications

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“…Other research explains dropping out in terms of interactions between the student and their campus environment (Tinto, 1975;Metzner & Bean, 1987). The most often cited explanatory model of persistence comes from Vincent Tinto (1975;.…”

Section: Interaction Theoriesmentioning

confidence: 99%

“…Although Tinto's (1975) model is useful in showing researchers what variables might be important for persistence, researchers have criticized his work for being outdated and not-applicable to non-traditional student populations who may have a harder time being socially integrated into the college system (Braxton, Hirschy & McClendon, 2004;Metzner & Bean, 1987). Specifically, Metzer and Bean (1987) maintained that Tinto's model relied too heavily on socialization to explain attrition, particularly for non-traditional students who generally did not integrate fully into the college system.…”

Section: Interaction Theoriesmentioning

confidence: 99%

“…Their model holds that a student's dropout decision is primarily based on four sets of variables: 1) academic performance; 2) intent to leave, which is influenced by psychological outcomes such as satisfaction, goal commitment, and stress; 3) background and defining variables, primarily high school performance and educational goals; and 4) environmental variables such as finances, hours of employment, and family responsibilities. Bean and Metzner (1987) hypothesized that there were two important compensatory effects that impact students' decisions to persist or leave college. The first effect is from the combination of high academic success and positive psychological outcome from school.…”

Section: Interaction Theoriesmentioning

confidence: 99%

“…Furthermore, it is essential to understand the subsequent models of retention that have been built on his early work. Tinto's (1993) While Tinto's original model focused on traditional students, Bean and Metzner (1987) argued that attrition among non-traditional students was different.…”

Section: Theory Revisionsmentioning

confidence: 99%

“…In addition to putting less emphasis on social integration, Bean and Metzner (1987) contend that environmental variables play a larger role in attrition among non-traditional students. In her study of successful bachelor degree recipients from intergenerational poverty, Beegle (2000) found that Bean and Metzner's (1987) retention model more closely captured the experiences of her interviewees, with the exception of Bean and Metzner's (1987) assertion that students who stay in college are more likely to be engaged in the college social life. Beegle (2000) focused on successful graduates from poverty backgrounds and found that most of them had not been socially engaged while in college.…”

Section: Theory Revisionsmentioning

confidence: 99%

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Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College Students

Cole¹

2000

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This research addressed educational persistence among first-generation, lowincome college students. The educational paths of 22 first-generation, low-income undergraduate students attending a large, urban university in the Northwest region of the United States were examined through a narrative framework. Half of the participants had persisted from year one to year two, and the other half left the university after their first year. Analytic procedures consisted of thematic qualitative coding, an analysis of student trajectories over educational histories, and the reconstruction of narrative stories. Data were used to examine: 1) How firstgeneration, low-income students understood and described their journey through their first year, 2) Reasons some students gave for leaving the university, 3) Meanings students gave to their experiences in college and how those meanings influenced future decisions, and 4) Differences between the stories of students who persisted versus those who left.The first-generation, low-income students who participated in this study were individually diverse and took various paths through college. After prolonged contact, evidence of interrupted enrollment and transfer among colleges was shown for approximately half of the participants. The descriptive codes most frequently discussed were financial issues, aspects of self, and family. Students described motivations for college in terms of themes related to family, gaining practical skills,

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Section: Interaction Theoriesmentioning

confidence: 99%

Section: Interaction Theoriesmentioning

confidence: 99%

Section: Interaction Theoriesmentioning

confidence: 99%

Section: Theory Revisionsmentioning

confidence: 99%

Section: Theory Revisionsmentioning

confidence: 99%

See 3 more Smart Citations

Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College Students

Cole¹

2000

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Student Engagement in Online Learning: What Works and Why

Meyer¹

2014

ASHE Higher Education Report

201

107

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OverviewW ITH PRESSURES TO INCREASE ACCESS to higher education, colleges and universities have focused on increasing the number of online courses and programs offered. Higher education is also being criticized for its retention and graduation rates, and pressure is building to find solutions. To ensure that online learning can help address these problems, professionals dedicated to online learning are under pressure to explore and evaluate strategies for getting students engaged in their online studies. These pressures are the genesis and reason for this monograph.By applying the theories and techniques for student engagement in online learning, instructors and designers of online courses can improve and increase student engagement and help higher education produce graduates who can contribute to their families, communities, and the economy. The theories and research reviewed in this monograph provide important clues as to how to help students learn, stay enrolled, and finish a degree.Engagement techniques may be one key to making online learning productive for the institution but, more importantly, ensuring that students are successful as they pursue a college degree. In fact, achieving student engagement in online courses may be more important than it is in on-campus courses because online students have fewer ways to be engaged with the institution and perhaps greater demands on their time and attention as well. In other Student Engagement OnlineStudent Engagement Online

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2003

ASHE‐ERIC High. Edu. Rept.

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Postsecondary Opportunity The Growing Importance of a College Degree Moving from Access to Success Diagnosis by the Numbers: The Education Pipeline for Racial and Ethnic Minorities Diversity 101: Affirmative Action in America Why Students Leave College Models of Student Progression Factors Related to Retention A Framework for Retention A New Perspective on Student Integration Three Forces Affecting Student Persistence and Achievement The Model in Practice Practical Implications of the Geometric Model A Framework for Student Retention Monitoring Students' Progress Implementation and Leadership Important Organizational Considerations in Developing an Institution‐Wide Retention Program Implementing Campus‐Wide Programs The Importance of Leadership on Student Retention Final Thoughts Appendix A: Promising College Student Retention Programs Appendix B: Annotated Bibliography References Name Index Subject Index

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The estimation of a conceptual model of nontraditional undergraduate student attrition

Cited by 254 publications

References 14 publications

Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College Students

Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College Students

Student Engagement in Online Learning: What Works and Why

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