An approach/avoidance behavioral model of college student attrition

Eaton, Shevawn Bogdan; Bean, John P.

doi:10.1007/bf02208248

Cited by 68 publications

(80 citation statements)

References 32 publications

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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 Approachessupporting

confidence: 52%

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

Aparício

2014

JESR

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Section: Achievement Related Approachessupporting

confidence: 52%

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

Aparício

2014

JESR

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“…Later, Eaton and Bean (1995) theorized that students' experiences shape their individual behavioural approaches towards university life. This development expanded their earlier model of student attrition by adding approach and avoidance behavioural theory.…”

Section: Historical Overview Of Models Of Student Retentionmentioning

confidence: 99%

A new approach to modelling student retention through an application of complexity thinking

Forsman

Linder

Moll

et al. 2012

Studies in Higher Education

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A new approach to modelling student retention through an application of complexity thinking. This paper has been published by Studies in Higher Education as: Forsman, J., Linder, C., Moll, R., Fraser, D. and Andersson, S. (2014). A new approach to modelling student retention through an application of complexity thinking. Vol. Abstract: Complexity thinking is relatively new to education research and has rarely been used to examine complex issues in physics and engineering education. Issues in higher education such as student retention have been approached from a multiplicity of perspectives and are recognized as complex. The complex system of student retention modelling in higher education was examined to provide an illustrative account of the application of complexity thinking in educational research. Exemplar data was collected from undergraduate physics and related engineering students studying at a traditional Swedish university. The analysis shows how complexity thinking may open up new ways of viewing and analysing complex educational issues in higher education in terms of nested, interdependent and interconnected systems. Whilst not intended to present new findings, the paper does illustrate a possible representation of the system of items related to student retention and how to identify such influential items. Studies in Higher EducationKeywords: student retention; modelling systems; complexity thinking Introduction and Research AimComplexity thinking, which is derived from complexity theory, is a powerful conceptual framework in education that draws on the qualities of complex systems to characterize learning systems (e.g. Davis and Sumara 2006). As such, with its organic, non-linear, relational and holistic features, complexity thinking presents a stark point of departure for contemporary educational research thinking (Morrison 2006). Thus, its application in education research is still relatively rare, particularly in higher education contexts, and a variety of good exemplars are hard to find for newcomers contemplating the use of complexity thinking as a conceptual framework. This article uses the field of student retention to provide such an exemplar.When using complexity thinking, qualities such as decentralized network structure and short-range communication between agents can be seen to facilitate emergence of order in seemingly chaotic complex systems. Student retention is a complex system

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“…To understand how doctoral students make meaning of their experiences (Bogdan & Biklen, 1982), this study described, analyzed, and interpreted data on doctoral student experiences gathered through surveys and interviews. Tinto's (1993) longitudinal model of doctoral perSistence and other contemporary models of student perSistence (Eaton & Bean, 1993;Pascarella & Terenzini, 1991;Spady, 1970Spady, , 1971Tinto, 1993) informed the development of the survey used to gather information on participants' background characteristics and the interview questions used to gain an understanding of the doctoral students' experiences during their programs of study. Data collected from this study could inform institutional decisions about the provision of programming, support services, and institutional engagement activities focused on the needs of doctoral students.…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…The comfort level students have with the culture and environment of the university where they chose to pursue their degrees (Astin, 1993;Eaton & Bean, 1993;Pascarella & Terenzini, 1991;Tinto, 1993;Spady, 1970Spady, , 1971.…”

Section: Institutional Fitmentioning

confidence: 99%

“…The relationship between attitudes and intentions and individual behavior was central to this model. Eaton and Bean (1993) later modified Bean's original model by adding background characteristics "as contributing to academic and social integration as well as environmental pull, a measure of external factors which can draw an individual away from college" (Eaton & Bean, 1993, p. 7). In this later model, they considered how coping constructs influenced student integration into the academic and social cultures of higher education.…”

Section: Contemporary Student Persistence Modelsmentioning

confidence: 99%

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Experiences influencing degree completion articulated by doctoral students in education administration.

Barnett¹

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An approach/avoidance behavioral model of college student attrition

Cited by 68 publications

References 32 publications

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

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

A new approach to modelling student retention through an application of complexity thinking

Experiences influencing degree completion articulated by doctoral students in education administration.

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