Ties That Bind: A Social Network Approach to Understanding Student Integration and Persistence

Thomas, Scott L.

doi:10.2307/2649261

Cited by 160 publications

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“…Most of them confirm the growing importance of this relationship (Baldwin et al 1997;Thomas 2000;Yang and Tang 2003;Yuan et al 2006;Smith and Peterson 2007;Rizzuto et al 2009;Hommes et al 2012;Gašević et al 2013). Consequently, social network position is expected to be a relevant predictor of academic performance of undergraduates in higher education.…”

Section: Student Network and Academic Performancementioning

confidence: 85%

The influence of relationship networks on academic performance in higher education: a comparative study between students of a creative and a non-creative discipline

2015

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Section: Student Network and Academic Performancementioning

confidence: 85%

The influence of relationship networks on academic performance in higher education: a comparative study between students of a creative and a non-creative discipline

2015

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“…6 Research on students who leave athletic training education programs is scarce. Previous authors [2][3][4][5][6][7][8][9][10][11][12][13] of studies on student retention in higher education and allied health education programs have provided a framework for research on student retention in athletic training education. For athletic training education, the commitments outlined by Tinto 1 become program and professional and are less concerned with overall institutional commitment.…”

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confidence: 99%

Student Retention in Athletic Training Education Programs

Dodge

Mitchell

Mensch

2009

Journal of Athletic Training

195

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Context: The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important.Objective: To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs.Design: Descriptive study using a qualitative and quantitative mixed-methods approach.Setting: Thirteen athletic training education programs located in District 3 of the National Athletic Trainers' Association.Patients or Other Participants: Ninety-four senior-level athletic training students and 31 college students who changed majors from athletic training to another degree option.Data Collection: Data were collected with the Athletic Training Education Program Student Retention Questionnaire (ATEPSRQ).Analysis: Data from the ATEPSRQ were analyzed via Pearson correlations, multivariate analysis of variance, univariate analysis of variance, and a stepwise discriminant analysis. Openended questions were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer debriefing techniques ensured trustworthiness of the study.Results: Pearson correlations identified moderate relationships among motivation and clinical integration (r 5 0.515, P , .01) and motivation and academic integration (r 5 0.509, P , .01). Univariate analyses of variance showed that academic integration (F 1,122 5 8.483, P , .004), clinical integration (F 1,119 5 30.214, P , .001), and motivation (F 1,121 5 68.887, P , .001) discriminated between seniors and major changers. Discriminant analysis indicated that motivation was the strongest predictor of persistence in athletic training education, accounting for 37.2% of the variance between groups. The theoretic model accurately classified 95.7% of the seniors and 53.8% of the major changers. A common theme emerging from the qualitative data was the presence of a strong peer-support group that surrounded many of the senior-level students.Conclusions: Understanding student retention in athletic training is important for our profession. Results from this study suggest 3 key factors associated with student persistence in athletic training education programs: (1) student motivation, (2) clinical and academic integration, and (3) the presence of a peer-support system. Educators and program directors must create comprehensive recruitment and retention strategies that address factors influencing students' decisions to stay in the athletic training profession.Key Words: socialization, persistence, career choice, retention, drop-ou...

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“…Whereas Tierney (1992) holds that the model has major limitations; various studies carried out with Caucasians and racial minority show that academic and social inclusion works in the same way in order to account for retention (Cabrera y Nora, 1994). This relationship between socioacademic inclusion and retention has been also observed in studies with representative samples at the national level in the US (Astin, 1993;Horn, 1998;Leppel, 2002;Thompson, 1990;Tinto, 1998) and in studies on a single institution (Eaton & Bean, 1995;Kelly, 1996;Thomas, 2000). There is also some evidence suggesting that the earlier students start, the better their results are (Gerdes & Mallinckrodt, 1994;Berger & Milem, 1999).…”

Section: Achievement Related Approachesmentioning

confidence: 79%

University Drop-Outs. A Systemic Play of Subjects, Institutions and Macro Contexts

Aparício

2014

JESR

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Ties That Bind: A Social Network Approach to Understanding Student Integration and Persistence

Cited by 160 publications

References 0 publications

The influence of relationship networks on academic performance in higher education: a comparative study between students of a creative and a non-creative discipline

The influence of relationship networks on academic performance in higher education: a comparative study between students of a creative and a non-creative discipline

Student Retention in Athletic Training Education Programs

University Drop-Outs. A Systemic Play of Subjects, Institutions and Macro Contexts

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