An Examination of Student Retention at a 2-Year College Through Structural Equation Modeling

Abstract

The purpose of this study was to develop a retention model specific to the 2-year college environment using factors not typically combined with the study of student retention. The study operationalized factors representing the basic psychological needs of autonomy, competence, and relatedness combined with elements of Bean and Metzner’s nontraditional student attrition model. The data were analyzed using structural equation modeling techniques. The results indicated acceptable model fit and small to moderate effects were noted for competence and autonomy with grade point average (GPA). GPA exhibited the sole direct effect on student retention. The results further indicated the student characteristics of full-time enrollment and completion of 30 or more college-level credits combined with GPA explained a higher variance on student retention than did the factors of autonomy, competence, relatedness, external pull, or external support combined.

The Role of Student Support Systems in Student Integration and Persistence at a TVET College in South Africa

“…Critical to Astin's (1994) Student Involvement Theory is that the extent of student involvement in the institution's activities positively correlates with student persistence. Hafer et al (2021) assert that time invested by students in the institution's activities is an important factor for student engagement and persistence. The institution is responsible for providing an environment that stimulates student involvement in college activities.…”

“…It can be inferred from Astin's Student Involvement Theory that students who participate in the college's activities students tend to persist with their studies and perform academically better. As cited by Hafer et al (2021), Astin theorizes that student engagement is comparable to student commitment, which culminates in student persistence. It can be deduced that students' persistence can be attributed to the extent of their involvement in the institution's activities.…”

“…Astin's (1984 Student Involvement Theory suggests that students develop a sense of belonging if they are involved in the institution's activities. Hafer et al (2021) assert that students involved in college activities commit themselves and persist with their studies. The Student Integration Theory and Student Involvement Theory could guide institutions to develop policies that remove the systemic barriers that obstruct the students' integration process and persistence with their studies.…”