Retention of Adult Students in a Competence-Based Individualized Degree Program: Lessons Learned

Ben-Yoseph, Miriam; Ryan, Patrick; Benjamin, Ellen

doi:10.1080/07377366.1999.10400362

Cited by 9 publications

(5 citation statements)

References 11 publications

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“…In line with this conceptualization, persistence has mainly been operationalized through behavioral commitment measures. More precisely, persistence has often been measured by considering the time a student remains enrolled in the institution (Houme, 2009; Pritchard & Wilson, 2003; Robbins et al., 2004), and also the fact that he or she graduates (Ben-Yoseph, Ryan, & Benjamin, 1999; DeRemer, 2002). Other researchers (Schmitz & Frenay, 2013; Neuville et al., 2007) have suggested assessing behavioral commitment through an academic effort measure (e.g., attendance at lectures and practicals, time spent studying during the week or during the weekend).…”

Section: Academic Persistencementioning

confidence: 99%

Understanding Academic Persistence through the Theory of Planned Behavior

Roland

Frenay

Boudrenghien

2016

Journal of College Student Retention: Research, Theory & Pr

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High drop-out rates among first-year university students have led many researchers to attempt to gain a better understanding of academic persistence. However, despite this extensive literature, only a few studies have taken normative factors into account. These normative factors may be an essential factor of influence for persistence as it is already the case for other behaviors. We therefore decided to study whether including injunctive and descriptive norms in the investigation might improve the understanding of persistence. To this end, we focused on the theory of planned behaviour which considers for background, motivational, and normative factors. Seven hundred and twenty-seven first-year college students were asked to complete a self-report questionnaire. A structural equation modeling technique revealed that the model including injunctive norms fits better with the data than the model without norms. However, this was not the case with descriptive norms. These results are examined in the Discussion section. Finally, directions for future research and practical implications are suggested.

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Section: Academic Persistencementioning

confidence: 99%

Understanding Academic Persistence through the Theory of Planned Behavior

Roland

Frenay

Boudrenghien

2016

Journal of College Student Retention: Research, Theory & Pr

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“…Grayson (2003) a identifié plusieurs formes d'abandon : l'étudiant peut quitter et le signaler à l'établissement, quitter sans en informer l'établissement, quitter en y étant contraint par l'établissement, ne pas se réinscrire pour l'année suivante, interrompre ses études de façon volontaire en ayant l'intention d'y retourner, changer d'établissement. Quant à Ben-Yoseph, Ryan et Benjamin (1999), Aumond et Beaulieu (1994) Ryan et Benjamin (1999), la persévérance se traduit par le maintien des effectifs, soit la diplomation ou l'inscription, à n'importe lequel des quatre derniers trimestres, d'un étudiant admis au programme de premier cycle. DeRemer (2002) distingue plutôt la persistance de la rétention en précisant que la persistance consiste à la décision de l'étudiant de poursuivre son programme d'études jusqu'à l'obtention de son diplôme, tandis que la rétention référerait à la situation d'un étudiant ayant complété son programme d'études dans l'institution où il était inscrit initialement.…”

Section: La Situation Dans Les éTablissements Postsecondairesunclassified

Comprendre le phénomène de l’abandon et de la persévérance pour mieux intervenir

Sauvé¹,

Debeurme

Fournier³

et al. 2007

rse

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Cet article expose, à partir d’une synthèse des écrits récents, l’ampleur du phénomène de l’abandon des études et ses impacts. Dans ce sens, quelques théories expliquant ce phénomène et celui de la persévérance sont discutées, tout comme certaines mesures de soutien à la persévérance et leurs conditions d’application. La méthode retenue pour la sélection des documents est exposée dans le texte. Cette démarche a été entreprise en vue de l’élaboration d’un cadre théorique pour la construction d’un système d’aide multimédia interactif par lequel des outils d’aide et de soutien à la persévérance seront rendus accessibles aux étudiants et au personnel des établissements d’études postsecondaires.Based on a synthesis of recent works, this article exposes the extent of the phenomenon of study abandonment and its effects. Several theories explaining this phenomenon, as well as that of perseverance, are discussed, as well as certain measures of support for perseverance, and the conditions of application. This approach was undertaken in order to create a theoretical framework that will be used to develop an interactive multimedia help system through which tools and support for perseverance are made available to students and personnel of post-secondary schools.Este artículo presenta, a partir de una síntesis de los escritos recientes, la amplitud del fenómeno del abandono de los estudios y sus impactos. En este sentido, se analizan algunas teorías que explican este fenómeno y el de la perseverancia, así como algunas medidas de apoyo a la perseverancia y sus condiciones de aplicación. Se inició esa tarea con vista a la elaboración de un marco teórico para la construcción de un sistema de apoyo multimedia interactivo a través del cual algunas herramientas de ayuda y de apoyo a la perseverancia se harán accesibles a los estudiantes y al personal de los establecimientos de estudios postsecundarios

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“…Beginning with recruitment, theadult learner should beseen asa partner ina learning process thatbuilds on motivations, counsels rather than tests, emphasises relevance andrecognises resistance (lensen etal., 2000). Adult education providers must also make a commitment to adult student retention with specific goals, effective tracking systems, timely reports ofat-risk indicators anda strengthened advisory system with clearly defined staff responsibilities and standards (Ben-Joseph, Ryan & Benjamin, 1999). Awider definition ofpersistence thatincludes interrupted educational activities isneeded 'to allow practitioners to focus on helping adults become persistent learners who use episodes of program participation ascritical parts ofa comprehensive learning strategy' (Comings etal., 1999, p.66).…”

Section: Follow-up For Retentionmentioning

confidence: 99%

Careers Forum

Wonacott

2002

Australian Journal of Career Development

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Retention of Adult Students in a Competence-Based Individualized Degree Program: Lessons Learned

Cited by 9 publications

References 11 publications

Understanding Academic Persistence through the Theory of Planned Behavior

Understanding Academic Persistence through the Theory of Planned Behavior

Comprendre le phénomène de l’abandon et de la persévérance pour mieux intervenir

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