Leaving College

Tinto, Vincent

doi:10.7208/chicago/9780226922461.001.0001

Cited by 1,024 publications

(391 citation statements)

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“…Theoretical frameworks for predicting student retention have largely been influenced by Tinto's Student Integration Model (Tinto, 1993), and Bean's (1982) Student Attrition Model. In Tinto's model, pre-entry characteristics (e.g., family, socio-economic status, high school performance), initial goals and commitments, academic and social integration, and goals and commitments resulting from experience within the institution are seen as identifiers for students at risk of drop-out.…”

Section: Education Modelsmentioning

confidence: 99%

How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities?

et al. 2014

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The goal of this research was to develop a model to predict which students with disabilities will drop out before graduation and to investigate the drop out pattern of students with disabilities. To accomplish this we evaluated potential predictors of persistence and drop-out among 611 college and university students with various disabilities and developed a prediction model. We tested this model in a retrospective study using an independent sample of actual graduates (n = 133) and premature leavers (n = 39). Results show that the best predictors of academic persistence and dropout are the three Theory of Planned Behavior scales. These predicted 25% of the variance in intention to graduate and correctly classified 83% of participants who were no longer in school (86% of graduates and 74% of premature leavers). Path analysis showed linkages between demographic, academic performance, personality, self-efficacy, and college experience measures and the three Theory of Planned Behavior predictors. Key reasons for dropping out were: disability, health, finances, career direction uncertainty, inadequate disability accommodations, and lack of interest/motivation. A one-page questionnaire based on the Theory of Planned Behavior (i.e., Attitude, Subjective Norms, Perceived Behavioral Control) can add to the literature on predictors of intention to graduate, graduation and drop-out among college and university students with disabilities; this is enclosed in the Appendix.

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Section: Education Modelsmentioning

confidence: 99%

How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities?

et al. 2014

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“…He surmised the more a student was integrated academically and socially into many dimensions of the college, the less likely that student would depart prematurely. His theory states the decision to leave the institution is more a function of the school's culture and the interaction of the student within that culture than simply because the student was academically-underprepared (Tinto, 1994). Tinto identified six attrition themes: (a) difficulty adjusting to the college environment, (b) high academic rigor, (c) incongruence between what they know and what is presented in the classroom, (d) social isolation from others, (e) unable to meet financial cost of college, and (f) negative peer pressure from family and social groups inside or outside of college (Tinto, 1994).…”

Section: Theories and Research To Guide The Pal Session Activitiesmentioning

confidence: 99%

Understanding the Peer Assisted Learning Model: Student Study Groups in Challenging College Courses

Arendale

2014

IJHE

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The Peer Assisted Learning (PAL) program at the University of Minnesota is a primary academic support program for historically difficult, introductory college courses that serve as gatekeepers to academic degree programs. Based upon operating principles of other academic support programs and educational theories, PAL is integrated into the courses it serves. The PAL groups review essential course content, model cognitive learning strategies to deepen understanding, and promote metacognitive awareness so students are autonomous learners in courses without academic support services. The PAL approach operates at the confluence of collaborative learning, cooperative learning groups, and learning communities. This article provides a detailed overview of the PAL model, educational theories upon which it is based, and how variations of it are implemented at the institution. Quantitative and qualitative studies reveal academic and personal benefits for participating students and those serving as PAL facilitators. The studies validate the role of PAL with closing the achievement gap between students of different ethnicities and levels of academic preparedness for rigorous college courses in mathematics and science.

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“…According to the model, students enter college with individual traits, including family background, individual attributes, and pre-college educational backgrounds. Individual attributes can include academic ability, race, and gender (Tinto, 1975(Tinto, , 1987(Tinto, , 1993.…”

Section: Student Integration Modelmentioning

confidence: 99%

“…The second component of academic integration includes the normative components, which are the student's ability to confom1 to the academic institution. If the student and the institution are able to meet each other intellectually, the student has successfully integrated into the school (Tinto, 1975(Tinto, , 1987(Tinto, , 1993.…”

Section: Student Integration Modelmentioning

confidence: 99%

“…Academic and social integration both playa role in student commitment to the university. If academic integration, social integration, or both forms of integration are high, the student is likely to remain committed to the university (Tinto, 1975(Tinto, , 1987(Tinto, , 1993. The literature examines the evolution of several theories about student success.…”

Section: Student Integration Modelmentioning

confidence: 99%

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Investigating Sense of Community and Academic Success in First Year College Students in the Department of Natural Resources Management

Hackman¹

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This study explored the relationship between sense of community, factors that influence sense of community, and the effect of academic success of first year students in the Natural Resources Management Department at Cal Poly State University, San LuisObispo. An adapted version of the sense of community index was used to collect data from first year students (n=90) in the Natural Resources Management Department.Linear regression was used to determine which variables had a significant influence on sense of community and academic success. The results of the study indicated that there was not evidence that grade point average (GPA) had a significant influence on sense of community. The factors of gender, participation in recreational sports clubs, participation in ASI-sponsored clubs, living on campus, and students' major meeting their expectations all had a significant influence on students' sense of community index score.

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Leaving College

Cited by 1,024 publications

References 0 publications

How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities?

How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities?

Understanding the Peer Assisted Learning Model: Student Study Groups in Challenging College Courses

Investigating Sense of Community and Academic Success in First Year College Students in the Department of Natural Resources Management

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