College Student Performance, Satisfaction and Retention: Specification and Estimation of a Structural Model

Aitken, Norman D.

doi:10.2307/1981537

Cited by 93 publications

(84 citation statements)

References 14 publications

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“…Resulting performance measures are excellent grades and short study duration (e.g., Aitken, 1982;Chemers, Hu, & Garcia, 2001;Koh, Steers, & Terborg, 1995). Research has shown that in-role performance is important to both students and universities.…”

Section: In-role and Extra-role Performance In The University Contextmentioning

confidence: 99%

The impact of university students’ commitment on in- and extra-role performance

Felfe

Schyns

Tymon

2014

Journal of Applied Research in Higher Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractResearch has shown that employee commitment is an important factor in performance.Research into student commitment in the university context is less common and only few studies explore the different components and foci of commitment. This study examines the meaning of students' commitment in the university context. Based on a survey of 530 students, our results confirmed that, similar to the work context, different components and foci of commitment exist. Commitment to the university is primarily positively related to extra-role performance. Commitment to the study subject is positively related to both in-role and extra-role performance. Affective commitment to the university shows the strongest relationship with extra role-performance. However there is a potential conflict between the two types of performance. The relationship between affective commitment to the university and extra-role performance decreases for students with a high intention to study efficiently as an indicator of in-role performance. We conclude that universities should strive to improve their students' commitment, especially affective commitment to encourage a balance of both in-role and extra-role performance.

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Section: In-role and Extra-role Performance In The University Contextmentioning

confidence: 99%

The impact of university students’ commitment on in- and extra-role performance

Felfe

Schyns

Tymon

2014

Journal of Applied Research in Higher Education

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“…Aitken (1982) afirma que a não evasão dos alunos está ligada diretamente com seu grau de satisfação, sendo que esta pode ser medida pelo nível de satisfação com o ambiente, o desempenho acadêmico, envolvimento do aluno em atividades extracurriculares e alguns outros fatores externos. Já Souza et al (2008) apontam que a satisfação pode ser mensurada pelos aspectos pessoais (ligados ao próprio aluno), e institucionais (ligados a experiência que a instituição proporciona a ele) e que, dessa forma, itens como amizades formadas, identificação com o curso, didática dos professores, boa estrutura curricular, mercado de trabalho propício, dentre outros, exercem influência positiva na satisfação.…”

Section: Satisfação Do Discenteunclassified

A satisfação com a experiência acadêmica influencia a relação de confiança comportamental com a instituição?

Santos

Romeiro

2017

REBES

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Este trabalho teve como objetivo verificar a relação existente entre satisfação com a experiência acadêmica discente e confiança comportamental nas instituições de ensino superior privadas do país. A metodologia utilizada foi a pesquisa de natureza quantitativa, de corte transversal único, realizada com estudantes de três IES privadas do estado de São Paulo, sendo duas na capital e uma no interior. O questionário partiu de uma escala validada com três fatores independentes: satisfação com o curso, satisfação com a instituição de ensino superior e oportunidades de desenvolvimento; e um dependente: confiança comportamental. Os resultados apontam que a satisfação com a instituição foi o fator que mostrou influenciar positivamente a confiança comportamental para com a instituição, não sendo possível confirmar as hipóteses com relação a satisfação com o curso e, oportunidade de desenvolvimento.

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“…Although advising takes many forms in postsecondary education and it is difficult to tease out the effects of, for example, advising delivered by professional advisors or faculty members, high-quality advising seems to be positively related to student success. That is, although studies that did not control for the perceived quality of advising found mixed results (Aitken, 1982;Brigman, Kuh, and Stager, 1982;Kowalski, 1977), Tinto (2004) found that advising positively affects retention and graduation when advisors address the needs of undecided students, those who decide to change their major, and first-generation students, who may not have the same knowledge of how to successfully navigate higher education. Like orientation, the quality of academic advising may also have an indirect effect when factors such as high school grades, gender, and age are taken into account (Metzner, 1989).…”

Section: Advisingmentioning

confidence: 99%

2007

ASHE Higher Education Report

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Introduction, Context, and OverviewDefinitions and Conceptual FrameworkMajor Theoretical Perspectives on Student Success in CollegeSociological PerspectivesOrganizational PerspectivesPsychological PerspectivesCultural PerspectivesEconomic PerspectivesSummaryThe Foundation for Student Success: Student Background Characteristics, Precollege Experiences, and Enrollment PatternsStudent DemographicsFamily and Peer SupportAcademic Preparation and Motivation to LearnEnrollment Choices and PatternsSummaryStudent Behaviors, Activities, and Experiences Associated with Student SuccessCollege ActivitiesA Closer Look at Engagement in Effective Educational PracticesStudent CharacteristicsSummaryNotesInstitutional Conditions Associated with Student SuccessStructural and Organizational CharacteristicsPrograms and PracticesSummaryPropositions and Recommendations for Student Success in Postsecondary EducationPropositions and RecommendationsNeeded ResearchA Final WordAppendix A: Note on Research MethodsAppendix B: Indicators of Student Success in Postsecondary EducationReferencesName IndexSubject IndexAbout the Authors

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College Student Performance, Satisfaction and Retention: Specification and Estimation of a Structural Model

Cited by 93 publications

References 14 publications

The impact of university students’ commitment on in- and extra-role performance

The impact of university students’ commitment on in- and extra-role performance

A satisfação com a experiência acadêmica influencia a relação de confiança comportamental com a instituição?

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