An empirical test of a model of nontraditional student adjustment.

Chartrand, Judy M.

doi:10.1037/0022-0167.39.2.193

Cited by 76 publications

(69 citation statements)

References 17 publications

(30 reference statements)

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“…This finding is consistent with previous research (Chartrand, 1992;Metzner et al, 2003). The two variables which play a similar role in students' intention to continue are expectancy and value perceptions.…”

supporting

confidence: 83%

“…The two variables which play a similar role in students' intention to continue are expectancy and value perceptions. Again this is consistent with previous research (Chartrand, 1992;Karpanty, 1998;Torres & Solberg, 2001). This impact of motivational variables on persistence really calls into question the pertinence of models such as Tinto's which do not consider these variables.…”

supporting

confidence: 82%

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Tinto's Theoretical Perspective and Expectancy-Value Paradigm: A confrontation to explain freshmen's academic achievement

Neuville¹,

Frenay²,

Schmitz³

et al. 2007

PSYCHOL BELG

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supporting

confidence: 83%

supporting

confidence: 82%

Tinto's Theoretical Perspective and Expectancy-Value Paradigm: A confrontation to explain freshmen's academic achievement

Neuville¹,

Frenay²,

Schmitz³

et al. 2007

PSYCHOL BELG

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“…Unlike Bean, Spady and Tinto also emphasize the role of social integration and academic integration in determining institutional commitment. Empirical evaluations of these theoretical models have found varying levels of support with some finding support for the role of adjustment variables (e.g., Bean and Metzner 1985;Bean and Bradley 1986;Bean and Metzner 1985;Cabrera et al 1993), and others finding few no direct effects of adjustment variables on the either academic performance or the decision to withdraw from college (Chartrand 1992).…”

Section: Outcomes Of Adjustment To Collegementioning

confidence: 96%

Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences

2011

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This paper presents a meta-analytic review (k=237, N=44,668) of the adjustment to college literature. The review, based on studies using the Student Adaptation to College Questionnaire, is organized around three primary themes: (1) the structure of students' adjustment to college, (2) the relationship of adjustment to college constructs with possible antecedents and correlates, and (3) the relationship of adjustment to college constructs with college grades and college retention. Meta-analytic results indicate that adjustment to college is multidimensional, predictive of college grades, and an unusually good predictor of college retention. Adjustment to college is also shown to be moderately related to individual traits, social support, and students' relationships with their parents. Weaker relationships are evident with demographic variables, prior achievement, coping approaches, and variables that reflect students' psychological independence from their parents. Theoretical and practical implications for the study of students' adjustment to college, academic performance, and retention are discussed.Keywords Adjustment to college . College retention . College GPA . Meta-analysis Entry into college presents students with numerous novel challenges that extend beyond the greater academic demands, greater autonomy, and lower level of academic structure that characterizes life at many colleges and universities. First-year students are also required to navigate a new social environment, develop an orientation toward the institution of which they are now a member, become productive members of the university community, adapt to new roles and responsibilities (e.g., managing own finances), manage the separation from friends and family, and engage in the process of making career decisions. Concern about the manner in which students navigate these myriad challenges is reflected both in the orientation programs offered by many colleges and universities as well as the substantial body of educational research that has focused on students' adjustment to college. Many educational researchers have viewed Educ Psychol Rev (2012) 24:133-165

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“…In addition to regular academic demands and workloads, distance students have to self-organize and self-regulate in autonomous learning environments (e.g., Bothma and Monteith 2004), to overcome potential social isolation in virtual teaching environments (e.g., Kim et al 2011;Slagter van Tryon and Bishop 2009), and have to deal effectively with a variety of technologies needed for teaching and learning as well as for social integration (e.g., Poellhuber and Anderson 2011;Finch and Jacobs 2012) in order to succeed at university. Nontraditional students, on the other hand, have to deal with a variety of additional challenges above and beyond academic demands such as professional or family obligations (e.g., Fairchild 2003;Kohler Giancola et al 2009), and relatedly, with the need for adequate resources or support systems for succeeding at university (e.g., Quimby and O'Brien 2004;Chartrand 1992). Thus, there are good theoretical and empirical reasons to assume that nontraditional students not only show higher enrollment rates in distance education programs, but also face a particularly high risk to drop out from these programs.…”

Section: Introductionmentioning

confidence: 99%

Sociodemographic Diversity and Distance Education: Who Drops Out from Academic Programs and Why?

et al. 2014

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Current higher education is characterized by a proliferation of distance education programs and by an increasing inclusion of nontraditional students. In this study we investigated whether and to what extent nontraditional students are particularly at risk for attrition (vs. graduating) from distance education programs. We conducted a secondary analysis of cross-sectional institutional surveys deployed in the context of a public German distance teaching university among university graduates and dropouts (N = 4,599). Using binary-logistic multiple regression analyses, we predicted the likelihood of program attrition by students' membership in sociodemographic groups, their goal orientations, and the corresponding interactions. Results revealed higher risks to drop out from university for female, migrant, and fully-employed students, but lower risks for older and parent students. A higher importance of career development or personal development goals related to a lower risk for attrition. Moreover, data also provide evidence that among some student groups the likelihood to graduate (or to drop out) significantly depends on students' goal orientations. Results were robust across different academic faculties and were complemented by an analysis of dropout reasons. The practical implications of our findings are discussed with regard to designing equitable distance learning environments that value human diversity and quality of opportunity.

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An empirical test of a model of nontraditional student adjustment.

Cited by 76 publications

References 17 publications

Tinto's Theoretical Perspective and Expectancy-Value Paradigm: A confrontation to explain freshmen's academic achievement

Tinto's Theoretical Perspective and Expectancy-Value Paradigm: A confrontation to explain freshmen's academic achievement

Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences

Sociodemographic Diversity and Distance Education: Who Drops Out from Academic Programs and Why?

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