Dropouts and turnover: The synthesis and test of a causal model of student attrition

Bean, John P.

doi:10.1007/bf00976194

Cited by 897 publications

(894 citation statements)

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“…Whereas aptitude measures were better discriminators for males, attitudinal data was significant only for females. Bean (1980) confirmed this finding with his causal model of student attrition. The prediction of persistence was more accurate for women than for men.…”

Section: Prediction Of Persistence With Gendersupporting

confidence: 64%

“…The main body of literature focuses on the greater predictability of women's grades and persistence in college (Seashore, 1962;Bean, 1980). Researchers also examined the predictability of each gender across racial lines (Houston, 1980;Kanoy, Wester, & Latta, 1989;Ancis & Sedlacek, 1997).…”

Section: Prediction By Gendermentioning

confidence: 99%

“…The resuhs of the LISREL analysis indicated that Bean's (1980) model accounted for 44% of the variance in persistence. Tinto's (1975) Tinto's (1975) theory of student attrition.…”

mentioning

confidence: 99%

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The Prediction of College Student Academic Performance and Persistence: The School to College Transition

Taylor¹

2003

PsycEXTRA Dataset

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~lPublic reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send commeciTs regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Sc-rvices, Directorate tor Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302, and to the Offrce of Management and Budget, Papcwork Reduction Prc, AUTHOR(S)MAJ TAYLOR HAROLD A FUNDING NUMBERS PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES)UNIVERSITY OF LOUISVILLE PERFORMING ORGANIZATION REPORT NUMBERCI02-1226 This dissertation addresses the prediction of college student academic performance and persistence of Jefferson County Public School graduates at the University of Louisville. Using multiple regression and discriminant analysis, the research design assesses the predictive potential of six Commonwealth Accountability Testing System (CATS) scores and five college preparation variables beyond the predictive contribution of control variables established by the literature. The control variables are high school GPA, ACT score, race, sex, and socioeconomic status. The criterion variables are first semester college GPA, first year college GPA, and persistence to the sophomore year. SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS(ES)THEHigh school GPA and socioeconomic status were statistically significant contributors to each prediction equation. CATS scores accounted for a significant proportion of variance in first year college GPA with control variables already in the equation.This dissertation is divided into five chapters. Chapter I provides an overview of Kentucky's recent education reforms, the purpose of the study, and the three research questions. Chapter II is a review of the literature. The literature includes research on the "Approved for Public Release Distribution Unlimited . This dissertation is divided into five chapters. Chapter I provides an overview of Kentucky's recent education reforms, the purpose of the study, and the three research questions. Chapter II is a review of the literature. The literature includes research on the prediction of college GPA and persistence, prediction relative to nontraditional students, race, and gender, and information supply chain management. Information supply chain management is a business concept informative to this dissertation for its modeling of information flow between educational institutions. Chapter III describes the methodology. Statistical analysis includes descriptive statistics, hierarchical muhiple regression analyses, and discriminant analysis.Chapter IV is a summary of the results. The regression models accounted for 20.1% (p < .01) of the variance in first semester college GPA and 31.4% (/? < .01) of the variance in first year college G...

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Section: Prediction Of Persistence With Gendersupporting

confidence: 64%

Section: Prediction By Gendermentioning

confidence: 99%

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The Prediction of College Student Academic Performance and Persistence: The School to College Transition

Taylor¹

2003

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“…A student is less likely to drop out if his motivation and academic ability match the school's academic programs (academic) and if the student is involved in the activities at the school (social). The student attrition model proposed by Bean (1980) focuses on the student's desire to remain in school, which is influenced by external forces such as family, friends and background. Caberera et al (1993) show that when the two models are merged into one integrated model, a more comprehensive understanding of the complex interplay among individual, environmental and institutional factors is achieved.…”

Section: Literature Reviewmentioning

confidence: 99%

“…By 1999, only twenty-four percent of the same age cohort had earned a B.A .degree, while sixtyseven percent had attended college at some point. 1 In response to the lack of growth in graduation rates, many colleges and universities implemented programs that focus on increasing the retention rates of their students. Although there is a large literature addressing why students fail to continue to a degree, little is known about the effectiveness of policies that attempt to increase retention rates.…”

Section: Introductionmentioning

confidence: 99%

<em>Non-cognitive Ability, College Learning, and Student Retention</em>

Gray¹,

Swinton²

2017

The Journal of Negro Education

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Recent decades have seen a steady increase in college enrollment rates, which has not been accompanied by a corresponding increase in graduation rates. If this discrepancy is at least partly due to insufficient "effort" exerted by students, policies that aim at rewarding effort explicitly may succeed at increasing graduation rates. This paper uses a unique and rich administrative data set to analyze the impact of the introduction of a new grading policy on performance and retention rates at Benedict College, a Historically Black College in Columbia, South Carolina. According to the new grading policy, grades for freshman and sophomore courses are determined in part by performance on tests and in part by measures of "effort" such as attendance and class participation. The policy was intended to inspire a sense of discipline in students' attitudes towards academic work, in the hope of improving learning and graduation rates. However, the data show that the introduction of the new grading policy was actually followed by an increase in dropout rates, disproportionately due to students with pre-college GPAs above the mean. This paper describes a simple theoretical model that illustrates how this observed change can be a result of the interaction between the increased disutility caused by the larger effort required by the new policy, and the uncertainty that relates effort to knowledge grades, an uncertainty that only disappears after the final grades are assigned. Overall, student SAT composite scores, ACT composite scores and high school GPAs are not great predictors of survival after the policy change.

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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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Dropouts and turnover: The synthesis and test of a causal model of student attrition

Cited by 897 publications

References 9 publications

The Prediction of College Student Academic Performance and Persistence: The School to College Transition

The Prediction of College Student Academic Performance and Persistence: The School to College Transition

<em>Non-cognitive Ability, College Learning, and Student Retention</em>

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