Towards a Better Understanding of Academic Persistence among Fresh-men: A Qualitative Approach

Abstract

Persistence in the first year at university is a phenomenon that has been studied many times. However, most research has taken a very linear view of the persistence process and little research has attempted to understand persistence by taking into account its full complexity. Yet the process of academic persistence is punctuated by striking events and critical moments that may interact with the characteristics of the student and his environment and then have some influence on persistence. In this perspective, a qualitative study was conducted to better investigate the process of persistence. This study confirms the idea that persistence is a more complex phenomenon than it had previously seemed and shows that there are different pathways resulting in students persisting or dropping out.

Field-Identification IAT predicts students’ academic persistence over and above Theory of Planned Behavior constructs

“…This second interpretation suggests that the predictive advantage of the IAT resides in the higher stability of the construct it tackled (i.e., identification to the field). For instance, in the first months of their studies, many students are disappointed that they have to attend very general courses (e.g., physiology and statistics) instead of more specialized psychology courses (Neuville, Frenay, & Bourgeois, 2007;Roland, Frenay, & Boudrenghien, 2016b). Those students may thus revise their intention to persist in a program that does not fulfill their expectations, while still feeling attracted to psychology in general (Roland et al, 2016b).…”

Narratives from non-traditional students in higher education

“…Again, the impact of these health issues alone may not have caused the disruption to study, but the two compounded to make continuation that much more difficult. Roland et al (2016) also noted the negative impact of life events related to health and bereavement, finding that social support and student interest in their courses were factors that helped them persevere through these times. This view is supported by the current study for all but the most (multiply) disadvantaged students.…”

“…Roland, Frenay and Boudrenghien (2016) found that 'support is seen by some students as pressure, sometimes guilt-inducing, to persist' (p. 183) and Jessica's situation seems similar. When her relationship ended, she had to make changes which were difficult in her isolated position.…”

“…Indeed, there has been little consideration of life events and their effect on student persistence generally (Roland et al, 2016). Students needed to cope with changing living arrangements, relationship developments and breakdowns, illnesses (their own and family members') and bereavement during the four year study.…”

“…Roland et al (2016) noted that disruption to student journeys through life events had not been examined in earlier literature, but had a notable effect on student progress. Many of the students in this study experienced points in their journeys where additional difficulties or complications could easily have derailed their studies.…”