Based on Tinto's (1993) model of academic persistence, this study investigated the relationship of loneliness, social support, and living arrangements with academic persistence decisions of 401 college freshmen. Participants completed a series of standardized instruments during class time. Social support was negatively related to loneliness and positively related to academic persistence decisions. Less loneliness and more social support predicted more positive persistence decisions. Neither social support nor loneliness was related to GPA; however, freshmen living on campus had higher GPAs than those living off campus. Women perceived receiving more social support from both friends and family than did men. These results are discussed in light of what might be done to influence greater persistence.A major area of research in higher education focuses on retention of students from their freshman year to degree completion. Discovering ways to retain students is vital, since attrition rates have been reported as varying from 10% to 345 Ó 2006, Baywood Publishing Co., Inc.50% at colleges and universities around the country (Tinto, 1993). Furthermore, recent statistics indicate that between 20 and 30% of these students leave during their freshman year (Arizona State University (ASU), 2003; National Center for Education Statistics, 2003). Because of these high attrition rates, researchers have tried to identify a causal model for student attrition as well as to find ways to decrease its prevalence.In particular, Tinto's model (1993) of college student attrition has received considerable support in the literature (e.g.). His concept is based on a theory of person-environment fit, where students' experiences in their social and academic environments are influenced by their individual attributes, dispositions, family background, and prior educational experiences. Tinto also added a time dimension to the model, accounting for the shifts that occur at different times during the academic year. He stressed that students who develop satisfying relationships with peers tend to earn better grades and are more inclined to remain in college than are students who fail to develop these significant ties.A limited number of studies have applied Tinto's model to qualitative methods of inquiry. Hemmings, Jin, and Low (1996) used both quantitative and qualitative approaches to determine what influenced high school students to remain in school. The quantitative analyses identified 11 constructs that influenced students' decisions including individual characteristics, family background, peer groups, and societal determinants such as school and neighborhood. The qualitative analyses indicated that students felt their decisions to stay in school were related to a combination of factors, such as family encouragement, school success and enjoyment, peer support, and positive relationships with teachers.Also using qualitative methods, Braunstein and McGrath (1997) examined the assumptions, beliefs, and perceptions of faculty and administrators who...

This study examined the relationships among self-esteem, body image, and health-related behaviors of 267 female and 156 male first-year college students. Data were collected in 23 classrooms. Instruments included a demographic sheet, the Objectified Body Consciousness Scale, the Weight and Appearance Visual Analogue Scales, the Contour Drawing Rating Scale, the Rosenberg Self Esteem Scale, and a measure of physical fitness/health-related behaviors. Self-esteem was consistently related to body image dissatisfaction for women, and women consistently exhibited a more negative body image than did men. Even when both men and women were consistent exercisers, the women had poorer body image. Finally, for both men and women, more positive physical fitness/health-related behaviors were positively related to self-esteem and body image.

The authors investigated the relationships between spirituality, body image, self-esteem, and stress in 204 college freshmen who identified themselves as being highly spiritual. A positive relationship was found between spirituality and self-esteem. Although self-esteem was found to be negatively related to stress, spirituality served as a buffer in this relationship. When gender of participants was examined, men and women did not differ in spirituality. Greater spirituality was related to lower body surveillance, an aspect of body image, for men, but it was not related to body image for women. Overall, however, women experienced greater body image dissatisfaction than did men.

The relationships of four types of career goals (job related, school related, value related, and unknown) with factors of school retention, academic performance, self-esteem, educational self-efficacy, and school and career commitment are studied among 401 first-semester college freshmen. Differences in types of goals based on gender are also considered. Students reporting job-related goals are more likely to make positive persistence decisions than students reporting unknown goals. Men are more likely to report value-related goals than women, whereas women are more likely to report job-related goals than men. Implications of these findings for those working in college settings that help foster students’ career development and academic success are discussed.