An application of the theory of planned behavior to student retention

Abstract

Although student integration theory, a sociologically-based model, has been the dominant explanation for student drop-out from colleges for over 40 years, it has received only mixed empirical support in residential colleges and less in non-residential colleges. Psychological theories of active choice and behavior change off er an alternative explanation for drop-out. In research at a non-residential UK university, structural equation modeling was used in two separate studies to compare a model of student dropout based on student integration theory with a psychological model based on the theory of planned behavior (TPB). In the first study (N=633), a model including TPB variables and two key student integration theory variables (academic integration, and social integration) showed good fit to the data, Although all three TPB variables predicted intention to quit, neither of the two student integration theory variables did so. The TPB variables explained over 60% of the variance in student's intention to voluntarily withdraw from college before completing their studies, and intention to withdraw was associated with actual dropout behavior. In the second study (N=180), using alternative measures of student integration theory factors, a model including both student integration theory and TPB variables had acceptable fit, and over 70% of the variance in intention to quit was explained. But only the TPB variables predicted intention to quit significantly. The benefits of adopting a process-based psychological explanation to student retention are discussed.with retention problems suffer a significant loss of income; and for countries, higher education systems which can increase social mobility and provide the specialized intellectual and skills required in the 21 st century are undermined by high levels of student attrition (Seidman, 2012, pp. 2-3). The importance of retention in higher education is reflected in the wide range of locations in which research on retention has been carried out in recent years, including Australia

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

“…This theory is nowadays referred to as the student attrition model (Cabrera et al 1993), stressing the importance of attitudes, the student-environment fit, and external factors, such as family support. Dewberry and Jackson (2018) brought up a more recent theoretical perspective on study dropout. They applied the theory of planned behavior (TPB; Ajzen 1991) to study dropout, and stressed the importance of considering the psychological perspective of students' active choice.…”

“…They applied the theory of planned behavior (TPB; Ajzen 1991) to study dropout, and stressed the importance of considering the psychological perspective of students' active choice. By comparing the predictive value of variables of the TPB to variables of the student integration model regarding dropout intention, Dewberry and Jackson (2018) found the variables of TPB (e.g., students' attitudes toward courses and success expectations) to be more accurate predictors. That indicates that variables which target students' attitudes and motivation toward studies are of high relevance for study dropout (Dewberry and Jackson 2018).…”

Factors Determining Desirability of Entrepreneurship in Romania

“…Measuring the attitude toward entrepreneurship possibilities seems to be the best way to predict the value of the entrepreneurial intention [45]. In this regard, Dewberry and Duncan (2018) conducted a study of students' intention to drop out of college, using the Theory of Planned Behavior to predict the level of retention [6]. The main criteria were: attractiveness of course being studied (attitude toward object), perceived ability (self-efficacy), and other people's perspectives concerning course completion (subjective norms).…”

“…Earlier studies [6,28,45,46] imply a strong relation between feasibility and entrepreneurial proclivity, translated into individuals' efforts to properly assess their abilities to provide the necessary resources or complete specific entrepreneurial tasks. Determinants of positive attitude to entrepreneurship and, accordingly, of entrepreneurship desirability refer not only to business achievement expectations, risk assessment, and perceived self-control [47], but also to certain skills, proper training and information [64].…”

“…When it comes to entrepreneurship decisions, people make rational assessments of the different probabilities associated with certain outcomes and alternatives. Following this idea, individuals tend to select those alternatives with the highest probability of a maximized long term benefit and lowest degree of risk [6].…”