Modelling IS Student Retention in Taiwan: Extending Tinto and Bean’s Model with Self-Efficacy

Weng, Fumei; Cheong, F; Cheong, Christopher

doi:10.11120/ital.2010.09020012

Cited by 10 publications

(9 citation statements)

References 46 publications

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“…Several studies that have focused on the variable of persistence in the fields of science, technology, engineering, and mathematics (STEM) majors have uncovered similar results (e.g., Lent, Brown, & Larkin, 1987; Schaefers, Epperson, & Nauta, 1997). For instance, Weng, Cheong, and Cheong (2010a) found that self-efficacy was the most important factor in determining the persistence of information-system university majors.…”

Section: Literature Reviewmentioning

confidence: 99%

Self-Efficacy Beliefs and Their Sources in Undergraduate Computing Disciplines

Lin

2015

Journal of Educational Computing Research

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This study has two central purposes: First, it examines not only the roles of gender and persistence in undergraduate computing majors' learning self-efficacy, computer self-efficacy, and programming self-efficacy but also Bandura's hypothesized sources of self-efficacy; second, it examines the influence of sources of efficacy on the three aforementioned self-efficacy beliefs as a whole and as functions of gender and persistence levels. The results indicate that persistence levels had a significant effect on all the self-efficacy beliefs and sources of efficacy except computer self-efficacy and physiological state. However, these students' self-efficacy beliefs and sources of efficacy did not vary by gender. Moreover, the sources of efficacy differently influenced the three self-efficacy beliefs not only as a whole but also as functions of gender and persistence levels.

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Section: Literature Reviewmentioning

confidence: 99%

Self-Efficacy Beliefs and Their Sources in Undergraduate Computing Disciplines

Lin

2015

Journal of Educational Computing Research

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“…This finding is not just applicable to students who withdraw; students who have successfully completed their course and obtained work in the ICT industry have also called for more industry related learning (Koppi et al, 2010). Increased use of case based teaching can tie ICT content to application, enabling students to understand the context in which their knowledge will be applied (Mukherjee, 2000;Weng et al, 2010). Better integration of practical and workplace knowledge and skills can also be achieved though providing forms of work integrated learning (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Prior experience in programming was found to be an important predictor of intention to continue in computer science, however, technical ability appeared to be less important than soft skills (T. L. Lewis et al, 2008). Weng, Cheong and Cheong (2010) developed an information systems student retention model based on the models of Tinto (1975) and Bean (1980). They found the three most important factors in determining information systems student's continuance to be self-efficacy, goal commitment and academic integration.…”

Section: Introductionmentioning

confidence: 99%

What Students are Telling us about Why They Left Their ICT Course

Roberts

McGill

Koppi

2011

Innovation in Teaching and Learning in Information and Computer

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Student attrition is an issue of particular concern in the field of ICT because the industry faces staffing shortfalls. The study described in this paper provides further understanding of the causes of attrition from ICT courses by exploring the reasons students give for leaving their ICT courses. An online survey of early leavers from four Australian universities was conducted. The results show that many factors can contribute to the attrition of ICT students, and that for many students it is a combination of issues that leads to their withdrawal. Only a relatively small number of ex-students had experienced serious life events that necessitated their withdrawal. It was much more common for the participants to cite reasons associated with the university environment, the teaching of their ICT course, and their inability to combine their studies with other commitments. Recommendations are made to address issues that could be mitigated by university action.

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“…In addition, many students felt that they lacked suitable preparation through prior experience, particularly in programming skills and database concepts. 2,3,5,6 A few studies found that the students' ability to integrate into the academic and social environment of the university played an important role in retention. 3 The most important factor in this integration was building a peer group support system through peer interaction in the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

“…2,8 However, Weng et al found that self-efficacy, or the ability to persist in the face of obstacles, was more important than academic or social integration. 6 In addition to academic social factors, financial pressures also contribute to many students leaving school. 3 Having to choose between food or rent and classes is a very fundamental process.…”

Section: Literature Reviewmentioning

confidence: 99%