Student Retention in Higher Education

McCoy, Selina; Byrne, Delma

doi:10.1007/978-3-319-48553-9_5

Cited by 16 publications

(18 citation statements)

References 19 publications

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“…These findings contrast with previous work on college progression in Ireland(McCoy and Byrne, 2017) who find that gender differences disappear once controls are included for points and field of study. However, their estimates relate to a single entry cohort (2007) and to a broader set of students including older entrants and entrants to non-degree programmes.…”

contrasting

confidence: 99%

“…27 Previous research has found that financial support plays an important role in improving college outcomes in Spain (Lassibille and Gomez, 2008), in the U.S. (Dynarski, 2003 andBettinger, 2004), and in the UK (Murphy and Wyness, 2015). Using Irish data, McCoy and Byrne (2017) show that grant recipients are less likely to drop out of college after first year, conditional on Leaving Certificate points. and statistically insignificant effects once we control for points, so we cannot draw a broad conclusion that more disadvantaged students do better in college, conditional on points.…”

Section: Socio-economic Status (Ses)mentioning

confidence: 99%

“…There is little work on determinants of degree quality in the Irish context but there have been studies on college progression. Most recently, McCoy and Byrne (2017) use administrative data to study progression from first to second year undergraduate for persons who entered college in 2007. They find that Leaving Certificate points are the biggest determinant of progression.…”

Section: Introductionmentioning

confidence: 99%

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How Gender and Prior Disadvantage Predict Performance in College

Delaney

Devereux

2020

SSRN Journal

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contrasting

confidence: 99%

Section: Socio-economic Status (Ses)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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How Gender and Prior Disadvantage Predict Performance in College

Delaney

Devereux

2020

SSRN Journal

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“…Taking all of this into account, there is therefore a growing recognition of the importance of social support in ensuring successful transition to university for students (Cage et al, 2021 ; Charalambous, 2020 ; Denny, 2015 ; Maymon et al, 2019 ; McCoy & Byrne, 2017a , 2017b ; Meehan & Howells, 2017 ; Van der Zandan et al, 2018 ). Most universities now offer specific transition programmes and initiatives aimed at enhancing the first year experience for students.…”

Section: First Year Students and Transition To Universitymentioning

confidence: 99%

Perceived Social Support and Stress: a Study of 1st Year Students in Ireland

McLean

Gaul

Penco

2022

Int J Ment Health Addiction

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Social support is consistently associated with positive outcomes for students, in terms of wellbeing and academic achievement. For first year students, social support offers a way to deal with stressors associated with the challenge of transitioning to university. The current research was conducted with a range of first year students ( n = 315) early in their first semester in university. Both male and female students reported moderate levels of social support and perceived stress, while those with higher levels of social support reported lower levels of stress. Gender differences were apparent in both the levels and sources of social support that students perceived as available to them. Female students reported higher levels of social support and stress than males, suggesting that university initiatives for enhancing social support and dealing with stress may require a gender-specific focus. The results are discussed in terms of recommendations for developing students’ social supports during first year, in order to mitigate for the experience of stress and to enhance student experience of their educational journey.

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“…The literature is rich on the concept of dropout (Larsen et al, 2013;Montmarquette et al, 2001;Mujica et al, 2019;Shankland et al, 2010;Spady, 1971;Stratton et al, 2008;Suhre et al, 2007;Tinto, 1975Tinto, , 1998 and is continually enriched having induced the interest of both researchers and policy makers (Balias et al, 2016;Fredricks et al, 2004;Fredricks & McColskey, 2012;McCoy & Byrne, 2017;Κυπριανός, 2016;Κυπριανός & Κονιόρδος, 2003;Σταμέλος, 2016a, 2016b.…”

Section: Introductionmentioning

confidence: 99%

Examining the Sequence of Factors Affecting Student’ Tendency to Dropout: a Case Study in Greece

Androulakis

Georgiou

Kiprianos

et al. 2021

IJE

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Speaking of the causal spectrum of dropout we are referring to something not simple but highly complex. In this context, the issue of dropping out of studies is considered critical within the area of higher education due to its impact on the individual, the university and the society as a whole. In this study, an effort was made to investigate students’ tendency to dropout and to identify the sequence of factors that influence it, as well as its configuration per School. For this purpose, hierarchical regression trees were applied for the factors that compose the dropout index, holistically and separately per school, while for each factor the corresponding hierarchical tree with its items has been analyzed further. The responses of 696 students who have not definitely dropped out of their studies at University of Patras were analyzed. The findings indicate that the factors related to students’ academic performance have the greatest impact compared to personal, economical, institutional and social set of factors, on the tendency to dropout. In particular, the perceived level of education, the provision of knowledge as the basis of solving complex real-world problems and student’s academic efficacy emerge as the most crucial issues of the academic factorial category in regards to student’s tendency to dropout.

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Student Retention in Higher Education

Cited by 16 publications

References 19 publications

How Gender and Prior Disadvantage Predict Performance in College

How Gender and Prior Disadvantage Predict Performance in College

Perceived Social Support and Stress: a Study of 1st Year Students in Ireland

Examining the Sequence of Factors Affecting Student’ Tendency to Dropout: a Case Study in Greece

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