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Journal of College Student Retention-Research Theory & Practice最新文献

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Belonging, Enjoyment, Motivation, and Retention: University Students’ Sense of Belonging Before and During the COVID-19 Pandemic 归属感、乐趣、动力和保留率：大学生在 COVID-19 大流行之前和期间的归属感
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2024-02-23 DOI: 10.1177/15210251241231242
Megan L. Kelly, Johanna Nieuwoudt, Royce Willis, Megan F. Lee
{"title":"Belonging, Enjoyment, Motivation, and Retention: University Students’ Sense of Belonging Before and During the COVID-19 Pandemic","authors":"Megan L. Kelly, Johanna Nieuwoudt, Royce Willis, Megan F. Lee","doi":"10.1177/15210251241231242","DOIUrl":"https://doi.org/10.1177/15210251241231242","url":null,"abstract":"University students with a higher sense of belonging have previously been found to experience higher levels of academic engagement, motivation, achievement, and self-confidence. This article compares findings from a survey on student sense of belonging and retention distributed to Australian students prior to the COVID-19 pandemic in 2019 ( n = 570) and during the COVID-19 pandemic in 2021 ( n = 620). At both time points, students who considered dropping out of university had a significantly lower sense of belonging than those who had not considered leaving their studies before completion. Sense of belonging was positively correlated to levels of enjoyment and motivation in university. For students whose parents had both completed university, levels of belonging were found to be significantly higher than first-generation students prior to, but not during, the COVID-19 pandemic. Belonging is connected to students’ self-reported enjoyment of learning. When students feel connected to their university community, they are more likely to continue their studies.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"65 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Examination of How Participation in Basic Instruction Program (BIP) Courses May Influence College Student Retention Rates 参与基础教学计划（BIP）课程如何影响大学生保留率的研究
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2024-02-23 DOI: 10.1177/15210251241230076
Dylan Naeger, Chris Greenwell, Mary Hums
{"title":"An Examination of How Participation in Basic Instruction Program (BIP) Courses May Influence College Student Retention Rates","authors":"Dylan Naeger, Chris Greenwell, Mary Hums","doi":"10.1177/15210251241230076","DOIUrl":"https://doi.org/10.1177/15210251241230076","url":null,"abstract":"The purpose of this study was to determine how enrollment in a basic instruction program (BIP) course may affect undergraduate student retention rates. This study examined whether enrollment in BIP courses influenced student retention of all first-time, full-time, baccalaureate degree-seeking students enrolled at a public research university during the years of 2014 and 2015 ( N = 5,565). A significant finding showed students enrolled in BIP courses during their first or second year had 1.65 greater odds of being retained after the second year. Additionally, students enrolled in BIP courses during their second year had 3.22 greater odds of second year retention. For each additional BIP course enrolled, students had 1.39 greater odds of being retained after the second year. While most institutions no longer require BIP enrollment, the findings in the current study demonstrate an association between BIP enrollment and greater odds of student retention.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"6 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Achievement Goals, Imposter Syndrome, and Psychological Distress Among Female STEM Students: A Structural Equation Model STEM 女生的成就目标、冒名顶替综合症和心理困扰：结构方程模型
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2024-01-31 DOI: 10.1177/15210251231219933
Yao Yang, Chunyu Xu, Tugce Karatas, Tybresha E. Glass, Yukiko Maeda
{"title":"Achievement Goals, Imposter Syndrome, and Psychological Distress Among Female STEM Students: A Structural Equation Model","authors":"Yao Yang, Chunyu Xu, Tugce Karatas, Tybresha E. Glass, Yukiko Maeda","doi":"10.1177/15210251231219933","DOIUrl":"https://doi.org/10.1177/15210251231219933","url":null,"abstract":"Psychological distress can influence a student's decision-making process regarding whether to persist in their academic journey. This study examined the influence of achievement goals and imposter syndrome on female STEM college students’ psychological distress. It involved 395 participants, with 37.72% identifying as minoritized and 44.05% as first-generation students, who completed an online survey. Findings of structural equation modeling indicated that higher imposter syndrome levels mediated the link between performance-avoidance and mastery-avoidance goals and psychological distress. Conversely, emphasizing mastery-approach goals was linked to lower imposter syndrome levels, reducing psychological distress. Multigroup analyses revealed these effects were consistent across different student groups, regardless of their minoritized status. But these effects are different between first-generation and continuing-generation college students. This suggests that educational institutions can implement strategies to support the mental wellbeing and retention of female STEM students.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"79 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Am I There Yet? The Importance of Discussing Anticipated Graduation Term With Newly Enrolled Advisees: A Case Study 我还没毕业吗？与新入学的辅导员讨论预计毕业学期的重要性：案例研究
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2024-01-31 DOI: 10.1177/15210251241226664
Angela M. D. Bowlus, Mai Shoua Khang, Allen Bellas
{"title":"Am I There Yet? The Importance of Discussing Anticipated Graduation Term With Newly Enrolled Advisees: A Case Study","authors":"Angela M. D. Bowlus, Mai Shoua Khang, Allen Bellas","doi":"10.1177/15210251241226664","DOIUrl":"https://doi.org/10.1177/15210251241226664","url":null,"abstract":"This research investigates the impact of the topics discussed in an initial advising meeting on student retention and graduation. Understanding and connecting students’ motivations and goals to degree planning is a popular research topic, but limited information is available about how to implement this. This research considers six specific discussion topics for an initial advising contact. Data on newly enrolled students was collected over 3 years. A binomial logistic model was used to estimate the impact of discussing specific topics on retention and graduation. Results suggest that discussion of when students can declare a major and identification of an anticipated graduation term significantly increases the probability of graduation.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"6 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Does Financial Stress Influence Students’ Campus Climate Perceptions and Sense of Belonging? 经济压力是否影响学生的校园气候感知和归属感?
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-11-05 DOI: 10.1177/15210251231210855
Thomas Zimmerman, Eugene T. Parker
{"title":"Does Financial Stress Influence Students’ Campus Climate Perceptions and Sense of Belonging?","authors":"Thomas Zimmerman, Eugene T. Parker","doi":"10.1177/15210251231210855","DOIUrl":"https://doi.org/10.1177/15210251231210855","url":null,"abstract":"Studies of financial stress, college debt, campus climate, and sense of belonging have each been conducted to better understand student retention and persistence, but few studies have explored the relationship between these variables and student outcomes. Researchers have found that financial need has a negative effect on student's psychological experiences, while other studies have explored the impact of general stress in college on psychological constructs, such as campus climate. However, little evidence exists of a relationship between financial stress, student's climate and belonging perceptions, and retention. This study investigates financial-related stressors that may impact two psychological dispositions, feelings of belonging to the institution and how they perceive the campus climate. Findings demonstrate a negative relationship between financial stress and campus climate perceptions among Students of Color, possibly explaining lower retention rates among these students.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"56 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Student Retention: An Integrated Application of the Theory of Planned Behavior and the Campus Social Environment 学生留任:计划行为理论与校园社会环境的综合应用
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-10-17 DOI: 10.1177/15210251231207607
Nicholas Pitas, Godfred Antwi, Scott Haines, Priya Banerjee
{"title":"Student Retention: An Integrated Application of the Theory of Planned Behavior and the Campus Social Environment","authors":"Nicholas Pitas, Godfred Antwi, Scott Haines, Priya Banerjee","doi":"10.1177/15210251231207607","DOIUrl":"https://doi.org/10.1177/15210251231207607","url":null,"abstract":"The goal of this study is to contribute to the significant body of research focused on student retention in higher education, specifically by integrating the theory of planned behavior (TPB) with measures of campus place attachment and campus social capital. Using confirmatory factor analysis and structural equation modeling to analyze survey data collected at a mid-sized American college, our results show that TPB constructs (i.e., attitude toward major, attitude toward campus, perceived graduation-related norms, perceived behavioral control) were strong predictors of intention to re-enroll. Additionally, both emotional and functional institutional attachment significantly predicted TPB constructs, and bridging social capital significantly predicted campus place attachment. We discuss the potential implications of these results for both administration/policy and future research.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135993814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Intervention Program on Assisting Retention and Transition for the First-Year College Students With Disabilities 协助大学一年级残疾学生留校与转学的干预计划
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-09-20 DOI: 10.1177/15210251231201341
Shengli Dong, James Harding, Alyssa Pokorny, Lauren Sakowitz, Laventrice S. Ridgeway
{"title":"An Intervention Program on Assisting Retention and Transition for the First-Year College Students With Disabilities","authors":"Shengli Dong, James Harding, Alyssa Pokorny, Lauren Sakowitz, Laventrice S. Ridgeway","doi":"10.1177/15210251231201341","DOIUrl":"https://doi.org/10.1177/15210251231201341","url":null,"abstract":"This study examined outcomes of a transition intervention program (i.e., Engage 100 course) for college students with disabilities during their first-semester transition to postsecondary education through a longitudinal experimental research design. Fifty students, 14 in an experimental group and 36 in a control group, were recruited from a public university in the southeastern part of the United States. The findings revealed promising results in fostering social and academic integration, perceived support from friends and significant others, and mindfulness for participants in the experimental group. However, participants in the experimental group demonstrated lower scores in perceived support from family and self-esteem. Practical and research implications were discussed.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136314278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Cultivating Latinx Undergraduates' Belonging and Persistence Through Relationally-Based, Culturally-Centered, and Interpersonally-Specific Mentorship 通过以关系为基础、以文化为中心、以人际为中心的指导培养拉丁裔大学生的归属感和持久性
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-09-16 DOI: 10.1177/15210251231201578
Marla Delgado-Guerrero, Alberta M. Gloria
{"title":"Cultivating Latinx Undergraduates' Belonging and Persistence Through Relationally-Based, Culturally-Centered, and Interpersonally-Specific Mentorship","authors":"Marla Delgado-Guerrero, Alberta M. Gloria","doi":"10.1177/15210251231201578","DOIUrl":"https://doi.org/10.1177/15210251231201578","url":null,"abstract":"Exploring the mentoring relationship of 19 Latinx undergraduates, this qualitative study highlighted the importance of mentoring and its influence on belonging, persistence, and retention. Findings confirmed the psychosociocultural framework as integrated through the Undergraduate Mentoring Model. Building on the tenet that “mentoring matters,” the current study was among the first to assess mentoring by mentor type (i.e., peer, staff, and faculty). Using a multistep content analysis, five metathemes emerged: 1) I have a someone who gets it … gets me, 2) imagining possibilities, 3) this is how you work the system, 4) I have someone I can relate with and look up to, and 5) I have someone who believes in me, encourages me, and motivates me to not give up. The findings underscored the importance of multiple mentors throughout Latinx students’ educational journeys and revealed that effective mentoring was developmental, relationally-based, culturally-centered, and interpersonally--specific.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135307294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Predicting the Number of “Active” Students: A Method for Preventive University Management 预测“活跃”学生数量:预防性大学管理的一种方法
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-09-14 DOI: 10.1177/15210251231201394
Alexander Karl Ferdinand Loder
{"title":"Predicting the Number of “Active” Students: A Method for Preventive University Management","authors":"Alexander Karl Ferdinand Loder","doi":"10.1177/15210251231201394","DOIUrl":"https://doi.org/10.1177/15210251231201394","url":null,"abstract":"Dropout prediction is an important strategic instrument for universities. The Austrian academic system relies on “student activity” for university funding, defined as accumulating 16+ ECTS credits per study year. This study proposes a combined method of machine learning and ARIMA models, predicting the number of studies eligible for funding in the next study year. Data from the University of Graz between 2013/14 and 2020/21 was used for machine learning, and data from 2011/12 to 2020/21 was used as a base for the ARIMA models. Repeated predictions for the outcome years 2018/19 to 2021/22 yielded values of accuracy at .82, precision at .76, and recall at .73. The results showed deviations between <1% and 7% from the official values. Differences may be explained by the influence of the COVID-19 pandemic. This study offers a new approach to gaining information about future successful students, which is valuable for the implementation of preventive support structures.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134970230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
New Resilience for the New Normal: Online Students’ Early Strategies for Course Persistence at the Beginning of the COVID-19 Pandemic 新常态下的新韧性:2019冠状病毒病大流行开始时在线学生坚持课程的早期策略
IF 1.5
Journal of College Student Retention-Research Theory & Practice Pub Date : 2023-09-03 DOI: 10.1177/15210251231196523
Kate Graham, George Stuart, Tina McAdie
{"title":"New Resilience for the New Normal: Online Students’ Early Strategies for Course Persistence at the Beginning of the COVID-19 Pandemic","authors":"Kate Graham, George Stuart, Tina McAdie","doi":"10.1177/15210251231196523","DOIUrl":"https://doi.org/10.1177/15210251231196523","url":null,"abstract":"Student attrition is now a global problem in Higher Education with most institutions experiencing high volumes of early exiting students. However, student resilience has yet to be adequately explored, particularly among the increasing online student population, as a possible mechanism to reduce attrition rates. In the present study, online, undergraduate students were asked two qualitative, open-ended questions to elicit their subjective understanding of resilience in the context of their university study. Thematic analysis identified that health-, work-, and relationship-related experiences were the top-three stressful experiences described by students. Academic management, self-care, and positive psychology techniques were the most common student coping strategies. The findings suggest a highly individualized conceptualization of what might predict retention or attrition. Findings are discussed in the context of assisting online, undergraduate students to utilize their resilience to persist in university.","PeriodicalId":47066,"journal":{"name":"Journal of College Student Retention-Research Theory & Practice","volume":"10 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82123426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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