A Longitudinal Investigation of Dropout from College in the United States

Ishitani, Terry T.; DesJardins, Stephen L.

doi:10.2190/v4en-nw42-742q-2ntl

Cited by 159 publications

(138 citation statements)

References 44 publications

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“…8 In our study, academic competence was significantly and positively correlated with academic performance, a trend reported in previous studies. 22,23 Test competence scores in this study were neutral and similar to those of other studies, 8 suggesting that Nigerian pharmacy students possess moderate ability to manage course material used for an examination and cope easily with examination tension. Students from the northern region were less test competent than those from other regions, an association possibly related to poor confidence levels among Northern students.…”

Section: Discussionsupporting

confidence: 83%

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

Ubaka

Sansgiry

Ukwe

2015

American Journal of Pharmaceutical Education

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Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs.

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Section: Discussionsupporting

confidence: 83%

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

Ubaka

Sansgiry

Ukwe

2015

American Journal of Pharmaceutical Education

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“…Financial aid from universities is closely related to dropout. According to Ishitani et al [16], generally those who receive financial aid show lower dropout rates than nonaided students. Moreover, after estimating the effect of financial aid on dropout from and completion of a five-year university degree in Denmark, Arendt [17] shows that an increase in grants decreases the dropout rate but has no overall impact on the completion rate.…”

Section: Student Factorsmentioning

confidence: 99%

Sustainable Education: Analyzing the Determinants of University Student Dropout by Nonlinear Panel Data Models

Kim

2018

Sustainability

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University dropout is a serious problem. It affects not only the individual who drops out but also the university and society. However, most previous studies have focused only on the subjective/individual level. University dropout is a very important issue in South Korea, but it has not received much research attention so far. This study examined the possible causes of university dropout in South Korea at the aggregate level, focusing on four fundamental categories: students, resources, faculty, and university characteristics. Three-year balanced panel data from 2013 to 2015 were constructed and estimated by using nonlinear panel data models. The findings show that cost and burden for students, financial resources, qualitative and quantitative features of faculty, and type/size of the university have significant effects on university dropout.

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“…These studies gave rise to validation analyses that focused on identifying constructs with the best set of complementary variables to maximize model explanation (Cabrera et al, 1992;Cabrera, Nora, & Castaneda, 1993;Braxton, Sullivan, and Johnson, 1997), while others concentrated on the impact of specific factors on retention, such as assimilation courses (Hendel, 2001;Sidle & McReynolds, 1999), selected program major (St. John et al 2004;Mau, 2003), admission status (Laden, Matranga, & Peltier, 1999), student ethnicity and gender (Grandy, 1998;Leppel, 2002), classroom-based learning experiences (Tinto, 1997;Braxton, Milem, & Sullivan, 2000), institutional support services (Lau, 2003), intention to leave (Okun, Benin, & Brandt-Williams, 1996), academic and social integration (Beil, Reisen, & Zea, 1999), and pre-collegiate academic preparation (Cambiano, Denny, & De Vore, 2000). Though most studies examine retention at the first-to-second year stage, when students typically depart, the growing use of survival analysis and event history modeling is expanding the focus of student retention beyond the freshmen year (Murtaugh, Burns, & Schuster, 1999;Ishitani & DesJardins, 2002;DesJardins, 2003).…”

Section: Introductionmentioning

confidence: 99%

Measuring Determinants of Student Return VS. Dropout/Stopout VS. Transfer: A First-to-Second Year Analysis of New Freshmen

2005

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To more accurately reflect student attributes and enrollment patterns of today's freshmen, and to account for the impact of a new state-funded scholarship, this study expands the set of variables typically found in retention studies by putting greater focus on first-year academic performance, concurrent enrollment, financial aid support, and second-year transfer-out versus dropout/stopout behavior. Using multi-year cohorts at a public research university with a liberal undergraduate admissions policy, results confirm the importance of including first-year math experience, level of academic challenge in major, concurrent enrollment, and second-year financial aid offers when measuring freshmen retention. The positive impact of a large-scale scholarship program in widening access and evening out retention across income background must be balanced against findings that show academic performance and readiness to take on and pass difficult subject matter to be more important in explaining new freshmen dropout and transfer-out during both first and second semesters. Similarly, examining the influence of changing financial aid support between the first and second semester yields additional insight into why students progress to the second year. Specifically, middle-income students with greater levels of unmet need face an elevated departure risk, while academically well-prepared freshmen with unmet need are more likely to transfer to other institutions.3

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A Longitudinal Investigation of Dropout from College in the United States

Cited by 159 publications

References 44 publications

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

Sustainable Education: Analyzing the Determinants of University Student Dropout by Nonlinear Panel Data Models

Measuring Determinants of Student Return VS. Dropout/Stopout VS. Transfer: A First-to-Second Year Analysis of New Freshmen

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