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Classrooms as Communities: Exploring the Educational Character of Student Persistence
Abstract
Data from a study of a learning community program in an urban community college are used to explore the educational character of student persistence. Analyses reveal that classroom activities influence student persistence by changing the way students and faculty interact within and beyond the classroom setting. Implications for current theories of persistence are discussed and a modified theory proposed.
... Numerous studies have shown that students' disinterest and lack of desire are major obstacles to their participation in academic activities. In line with Tinto (1997), Extrinsic motivation and the importance students place on education are closely related to student engagement. According to Tinto (1997), students who lack self-motivation or do not recognize the value of their studies are more likely to stop participating in class activities. ...
... In line with Tinto (1997), Extrinsic motivation and the importance students place on education are closely related to student engagement. According to Tinto (1997), students who lack self-motivation or do not recognize the value of their studies are more likely to stop participating in class activities. It has been extensively studied how teacher conduct affects student participation. ...
... This observation aligns with prior research that emphasizes the strong correlation between students' intrinsic drive and the value they place on education and their level of involvement. According to Tinto (1997), students who experience difficulties staying motivated or who do not understand the value of their studies are more likely to stop participating in class and become disengaged from their studies. Within the Department of Education at the University of Malakand, some students expressed that they found it challenging to engage fully in class discussions and other academic events due to their disinterest in particular subjects. ...
The study aims to explore the key factors contributing to students’ participation in classroom activities. The factors considered include teaching methods, student confidence, cultural and language barriers, instructor engagement, classroom environment, poor academic performance, course overload, family social problems, fear of the opposite gender, and depression. A qualitative approach was used, Population of the study were all the female students in department of education University of Malakand which were 264 in number, with the help of raosoft online calculator 10 female students from semester 4 and 8 of education department were selected as a purposive sample, data were collection through a structured interview question, thematic analysis of the data revealed 3 themes and 9 sub-themes. The findings indicate that low participation is primarily affected by teachers' behavior and students' lack of prior knowledge. Gender-specific issues, course overload, and fear of making mistakes also contribute significantly. Other factors identified include distance from the university, depression, involvement in sports.
... In particular, introductory courses are likely to strongly influence student persistence. In other words, student success in introductory courses in their first and second years are critical for their continual pursuit of science, technology, engineering, and mathematics (STEM) degrees, including physics [7,8]. ...
... we have yet to explore the critical linkages between involvement in classrooms, student learning, and persistence." He argues that although researchers have not ignored the classroom, their findings remain disconnected from those of the field of student persistence: "The two fields of inquiry have gone on in parallel without crossing" [7]. For many individuals, especially new students who have not yet formed connections in the community, the classroom is a place where connecting with others happens. ...
... It was noted by Tinto that "social and academic life are interwoven and . . . social communities emerge out of academic activities that take place within the more limited academic sphere of the classroom, a sphere of activities that is necessarily also social in character" [7]. However, with the exception of a few studies [21,22,25], persistence at the classroom level remains an open question. ...
Increasing student retention (successfully finishing a particular course) and persistence (continuing through a sequence of courses or the major area of study) is currently a major challenge for universities. While students' academic and social integration into an institution seems to be vital for student retention, research into the effect of interpersonal interactions is rare. We use network analysis as an approach to investigate academic and social experiences of students in the classroom. In particular, centrality measures identify patterns of interaction that contribute to integration into the university. Using these measures, we analyze how position within a social network in a Modeling Instruction (MI) course -- an introductory physics course that strongly emphasizes interactive learning -- predicts their persistence in taking a subsequent physics course. Students with higher centrality at the end of the first semester of MI are more likely to enroll in a second semester of MI. Moreover, we found that chances of successfully predicting individual student's persistence based on centrality measures are fairly high -- up to , making the centrality a good predictor of persistence. These findings suggest that increasing student social integration may help in improving persistence in science, technology, engineering, and mathematics fields.
... This is important because classrooms are not just spaces for individual learning; they are social communities where students support each other, and where knowledge is socially constructed [44]. If genAI disrupts social interactions, there may be negative consequences for learning and for students' sense of belonging, a factor that is consistently linked to academic success and retention [2,52,54]. ...
... Our findings are both surprising and troubling. Students' computing identities are socially constructed [32], they lean on each other for socio-emotional support and motivation [11,44], and they develop a sense of belonging, which has been consistently linked to retention [54]. If genAI is interfering with these social help-seeking processes to the extent we observed through these interviews, research is urgently needed to protect these critical social aspects of our learning environments. ...
The widespread adoption of generative AI is already impacting learning and help-seeking. While the benefits of generative AI are well-understood, recent studies have also raised concerns about increased potential for cheating and negative impacts on students' metacognition and critical thinking. However, the potential impacts on social interactions, peer learning, and classroom dynamics are not yet well understood. To investigate these aspects, we conducted 17 semi-structured interviews with undergraduate computing students across seven R1 universities in North America. Our findings suggest that help-seeking requests are now often mediated by generative AI. For example, students often redirected questions from their peers to generative AI instead of providing assistance themselves, undermining peer interaction. Students also reported feeling increasingly isolated and demotivated as the social support systems they rely on begin to break down. These findings are concerning given the important role that social interactions play in students' learning and sense of belonging.
... For instance, Chapman and Pascarella (1983) and Brunsden et al. (2000) claim that the greater the level of academic and social integration the less likely it is that a student will drop out. Tinto therefore recommends that departure intention can be reduced by increasing the levels of social and academic engagement of students (Tinto, 1995;1997;. ...
... As Kuh (2003) identifies, this term has developed over time through the efforts of several theorists and educational researchers. It has evolved from the studies of student involvement (Astin, 1984), and interaction and integration (Tinto, 1995;1997;, and is now used to describe the effort, interest, and time that students invest in meaningful educational experiences. Kuh goes on to define student engagement as "the time and energy that students devote to educationally sound activities inside and outside of the classroom, and the policies and practices that institutions use to induce students to take part in these activities" (Kuh, 2003, p. 25). ...
Efforts to address attrition rates at universities have been driven by Tinto’s (1975) model of student engagement with its focus on student: (a) pre-entry attributes; (b) academic engagement; and (c) social engagement. Using an ethnographic approach, the study involves interviews with business students to explore the links between these aspects and departure intention. The results demonstrate that pre-entry attributes were an important influence on student departure intention whereas a student’s academic and social experiences were less influential. The analysis provides insights for educators and in particular business educators in the development of strategies to address various aspects of student engagement and attrition.
... Future research could expand on this study by quantitatively examining how knowing student names using a strategy such as name tents would increase inclusion as well as diversity and equity at other universities. Moreover, several studies have indicated that when students know the names of other students, friendships may develop, which could have broader implications for student retention in college (Tinto, 1993;Tinto, 1997;Sandstrom & Rawn, 2015). Additionally, a qualitative analysis (i.e., interviewing class students) could be incorporated to examine further explanations of their answers. ...
... While student inclusion has become a hot topic at universities in the United States, the use of name tents in class has been shown to increase interactions between faculty and students (Cooper et al., 2018;Cooper et al. 2020). Tinto (1997) suggested that for inclusion to occur, it must start in the classroom. When instructors do not engage with students through verbal or non-verbal immediacy, students are less likely to remain at the university (Ai & Giang, 2018;Solis & Turner, 2017). ...
Being able to call on students during class increases the likelihood of instructor immediacy. As a result, due to a decrease of distance between students and the instructor which may increase the likelihood of creating an inclusive environment. An inclusive pedagogical strategy that has been shown to be effective in knowing student names is the use of name tents. The results of this study revealed that through the use of name tents, students felt vested and valued by other students and the instructors, which are critical in building relationships in an inclusive atmosphere. Furthermore, the results indicated that recognizing the different social identities listed on the name tents was effective in creating an inclusive environment in as well as outside of the classroom.
... [N]etwork analysis and/or social mapping of student interaction patterns . . . will shed important light on how interactions across the academic and social geography of a campus shape the educational opportunity structure of campus life and, in turn, both student learning and persistence" [10]. In other words, when dealing with networks of peer-to-peer interactions, it is important to consider the environment that fosters their evolution. ...
... Although it has been noted that the effect of social and academic integration "will vary. . . inside and outside the classroom" [10], previous studies did not explicitly distinguish between those two types of interactions [5,6]. ...
The lack of an engaging pedagogy and the highly competitive atmosphere in introductory science courses tend to discourage students from pursuing science, technology, engineering, and mathematics (STEM) majors. Once in a STEM field, academic and social integration has been long thought to be important for students' persistence. Yet, it is rarely investigated. In particular, the relative impact of in-class and out-of-class interactions remains an open issue. Here, we demonstrate that, surprisingly, for students whose grades fall in the "middle of the pack," the out-of-class network is the most significant predictor of persistence. To do so, we use logistic regression combined with Akaike's information criterion to assess in- and out-of-class networks, grades, and other factors. For students with grades at the very top (and bottom), final grade, unsurprisingly, is the best predictor of persistence---these students are likely already committed (or simply restricted from continuing) so they persist (or drop out). For intermediate grades, though, only out-of-class closeness---a measure of one's immersion in the network---helps predict persistence. This does not negate the need for in-class ties. However, it suggests that, in this cohort, only students that get past the convenient in-class interactions and start forming strong bonds outside of class are or become committed to their studies. Since many students are lost through attrition, our results suggest practical routes for increasing students' persistence in STEM majors.
... Higher education plays a critical role in secondary socialization. University spaces can challenge or reinforce caste-based attitudes, depending on the nature of peer interactions, faculty engagement, curriculum content, and institutional ethos (Tinto, 1997). Students at different stages of their academic journey may have varying degrees of exposure to critical thought, diversity, and intergroup contact. ...
How do caste prejudices vary across students from different socio-economic communities? Do perceptions on caste (e.g., inter-caste marriage, existence of caste in modern times, reservation policy, etc.) correlate with caste prejudice levels? What are the factors that impact ‘Caste Prejudice Levels’ among students? In answering these questions, we measure the Caste Prejudice Levels among students of varying socio-economic backgrounds in a Central University in India. Statistical methods like two independent samples t-test, ANOVA, Chi-square test, Effect Sizes, etc., have been performed for analysing data. Overall, the results reveal that the people who are more likely to deny or are not aware of the relevance of caste today in terms of its impact on people’s lives are more likely to have higher caste prejudices. The findings provide empirical insights into the literature around caste prejudice and inform policies to eradicate caste-based discrimination, especially in higher education.
... Esta discrepância no número de inscrições e estudantes que comparecem, bem como a permanência e conclusão se apresentam como um problema recorrente. Fazse necessário, portanto, encontrar uma forma de se captar esses estudantes, aproveitando seus potenciais interesses e maximizando as interações sociais, já demonstradas como benéficas para a continuidade em um curso (Tinto, 1997). Neste cenário, a tutoria ou mentoria entre pares pode ser uma abordagem bastante interessante para incentivar a participação nessas atividades, apresentando resultados positivos em motivação e retenção (Evans & Moore, 2013;Menezes et al., 2016). ...
The University of Aveiro (UA) values transversal skills for student development,
promoting extracurricular activities with gamification principles and recognition
through digital badges. As part of the Ser+ project, the “Students for Students
Program” (PEPE) was designed with a peer mentoring approach, providing
training courses that complement the formal learning environment. Through a
gamification strategy, badges were awarded at various stages of the program
to motivate and recognize student participation. In this context, this study
monitored the development of this gamification strategy from its conception
through dissemination to its sustained application. To this end, motivation
questionnaires, based on the Self-Determination Theory (SDT), were
administered to participating students at the end of the 2021/2022 academic
year and throughout 2022/2023. The results of these instruments were quite
positive, with the use of badges demonstrating a positive influence on student
motivation, particularly impacting intrinsic motivation and identified regulation. A
focus group was conducted with key PEPE managers to supplement the
questionnaire findings. These insights aligned with the questionnaire results,
emphasizing the importance of adopting a gamified approach grounded in a
well-structured framework that integrates with the needs of students and the job
market. Based on these results, the strategy was assessed from the
perspective of the Octalysis gamification framework. This comparison served
as the basis for creating the OCTACT model, combining Octalysis principles
structured around the European Classification of Skills, Qualifications and
Occupations (ESCO) framework for transversal competences. This model is
expected to contribute to future gamification strategies focused on transversal
competences or extracurricular activities.
... En lo que a la toma de decisión se refiere, se apunta que esta se configura en torno a los motivos que, como tendencia general, se observa que no son únicos, sino que están engarzados y condicionados por diferentes momentos, experiencias y situaciones vividas. En este sentido, el abandono viene determinado por la interacción de elementos individuales, sociales e institucionales (Cervero et al., 2017;Tinto, 1975Tinto, , 1987Tinto, , 1997. ...
El abandono académico universitario es multicausal y multidimensional y es uno de los grandes desafíos a los que se enfrenta la universidad. Este estudio pretende conocer y comprender las claves del abandono de los estudios universitarios, tomando como referencia las voces del estudiantado. Además, se ofrece una imagen sistémica en tanto que aborda tres momentos claves del proceso: antes de estudiar en la universidad, en el momento de la decisión y el balance de la decisión tomada. La metodología empleada ha sido cualitativa, utilizando la entrevista como técnica de recogida de datos. La muestra es de 33 estudiantes de tres universidades españolas. Los principales resultados apuntan, en la línea de la literatura especializada, que el abandono académico universitario está condicionado complejamente por elementos individuales, sociales e institucionales. Las claves para la comprensión del fenómeno no sólo están en las razones que exponen los sujetos sobre el abandono, sino también en las reflexiones sobre las consecuencias de sus decisiones que, tomando como referencia los procesos vividos, no siempre son negativas
... The current study considers the assessments of school environment and student contentment as measures of academic and social integration (Tinto, 1975), highlighting the significance of the bond between learners and the university (Pascarella & Terenzini, 1980), particularly in light of the COVID-19 pandemic's disruption (Yu & Zadorozhnyy, 2023). Tinto (1997) has argued that integrating students into higher education involves both individual and institutional factors. With regard to institutional factors, he has referenced both the social system and the academic system. ...
This study examines the factors leading to student attrition in Romanian higher education, providing valuable insights that are applicable to other countries. The predictability of student dropout can be determined by assessing the extent to which student satisfaction with teaching and learning, academic and social infrastructure, outcomes, and support services are met. Moreover, this paper investigates the impact of pre-entry characteristics, specifically focusing on the final upper secondary school exam results ( Baccalaureate ), which emerge as the most robust indicator of undergraduate dropout rates. In contrast, other social characteristics do not exhibit a comparable level of significance in this regard. It also underlines a shift towards greater value of academic and social infrastructure to support students in relation to teaching efficacy, as the sense of community is a critical factor in retaining students. Timely detection of learners who are considering dropping out is crucial, as it can result in decreased rates of student attrition. In order to address this, customised strategies that take into account the contextual factors (including pre-university characteristics) and mechanisms through which students can articulate their feelings on their educational curriculum and academic journey could be developed. The consideration of their perceived challenges is crucial, given that peer learning has been identified as a significant factor contributing to student attrition among undergraduate students. The study provides more information regarding the student experience during the COVID-19 epidemic, as it reveals, for instance, that 40% of students who contemplated leaving university owing to the pandemic did so, mitigating some of the factors for this situation. This work also makes a valuable contribution to the wider theoretical debate around student dropout by investigating the potential interactions and distinct influences of several factors on student paths. The data utilised in this study was obtained from the National Student Survey in Romania (NSSS-RO) and EUROSTUDENT VII, including the period from autumn 2020 to spring 2021. Additionally, administrative data from the National Student Enrolment Registry (RMUR) was also incorporated.
... Dillenbourg (1999) confirms the distinction between collaborative learning and task management, a nuance frequently overlooked in the design of group tasks. Nevertheless, collaborative learning and group work are well-established pedagogical practices, supported by extensive research on their effectiveness in fostering student engagement, learning mechanisms, and measurable outcomes (Gamson, 1994;Tinto, 1997;Saqr et al., 2024). ...
This study explores postgraduate students’ perceptions of the effectiveness of collaborative learning within computer-based environments. The research investigates the distinctions between collaborative learning and group work, examining how students’ attitudes and behaviours differ, and the subsequent impact on learning outcomes. Findings reveal that students can clearly distinguish between these two approaches. While both involve peer interactions, group work predominantly fosters employability skills such as teamwork and goal achievement, whereas collaborative learning enhances individual knowledge construction. The study introduces the Effective Learning Triangle (ELT), comprising three key core components: Facilitator, Environment, and Learning. In collaborative learning contexts, the facilitator plays a pivotal role in designing sessions that align intended learning outcomes with the learning environment. For example, flexible computer-based spaces emerge as conducive environments for promoting collaborative learning, particularly in technical disciplines. This paper highlights the significance of tailored facilitation and adaptable environments in fostering meaningful student engagement.
... Literature Review Tinto's (1993) student integration theory serves as the theoretical framework undergirding this analysis of the queer-spectrum and trans-spectrum student experience. This theoretical framework speaks to the impact of a higher education institution's social system on individual-level student persistence (Tinto, 1975(Tinto, , 1997 and student success. Queer-spectrum and trans-spectrum students, in particular, are at-risk for negative academic outcomes as a result of the interplay between their social identity and the broader campus community (Cooper & Brownell, 2016). ...
This study explores queer-spectrum and trans-spectrum students’ voices on establishing a sense of belonging in the classroom. This study contributes to a growing body of research on the experience of queer-spectrum and trans-spectrum students in higher education institutions. Using long-form interviews with 25 students and alumni of a public research university in North Carolina, we find that the incorporation of small gestures by faculty has an outsized impact on fostering a sense of belonging among queer-spectrum and trans-spectrum students. Specifically, small gestures such as the use of preferred pronouns went a long way in making students feel welcomed in the classroom. More broadly, queer-spectrum and trans-spectrum students who identified with their gender assigned at birth also used the use of pronouns by professors as a cue. By virtue of professors taking the time to revise their email signatures, revise their syllabi to include language regarding anti-discrimination and scholarship by a diverse set of scholars, and make a welcoming statement aimed at establishing a safe space for queer-spectrum and trans-spectrum students, signaled to students that they were an ally.
... Community is important at all scales from individual courses (Tinto 1997) to the discipline as a whole (e.g., O'Brien et al. 2020). The speakers in this session discussed how community building was fostered in field courses to produce positive affective outcomes. ...
... Siekiant sustabdyti studijų nutraukimo plitimą, tyrėjai bando išsiaiškinti, kokios priežastys jį lemia. Vienas iš pirmųjų modelių, bandančių paaiškinti šį fenomeną ir išskirti jį lemiančius veiksnius, -jau klasika tapęs V. Tinto (1997) studentų integracijos į studijas modelis. Autorius akcentuoja sąveiką tarp asmeninių studento savybių (pvz., nuostatos, įsipareigojimai) ir institucinių struktūrų (tiek socialinių, tiek akademinių). ...
Student dropout is a pressing issue demanding immediate attention from most universities. It profoundly affects the psychological well-being of students, their financial status, career path, relationship with others while also raising concerns within the university about the quality of studies, study programs, academic personnel, resource reallocation or reputation management. Furthermore, dropout can impact the students’ close relatives and even society at large, which may face a shortage of skilled professionals in the future.Our study aims to uncover the relationship between the study environment and psychological factors, and university students’ dropout intentions with the potential to provide valuable insights which would enable the development of effective preventive measures and programs.350 university students (of whom, 20% males and 80% females) participated in the study. The participants filled out a questionnaire measuring Study engagement (Schaufeli et al., 2019), Academic resilience (Martin & Marsh, 2006), Study satisfaction (Schmitt et al., 2008), Study environment characteristics (autonomy, feedback, support from teachers and students, and opportunities for development) (Bakker, 2014), Study-related stress, Intention to drop out, along with questions on sociodemographic data.The results show that study engagement is predicted by academic resilience, satisfaction with studies, and study environment factors. Study-related factors, student engagement, and stress predict the dropout intention. Moreover, it was discovered that study engagement mediates the effect of academic resilience, student satisfaction and study environment factors on dropout intention. Study-related stress has a direct positive effect on the intention to drop out. The results of the study confirmed that study environment factors (autonomy, feedback, teacher and student support, and development opportunities) together with psychological characteristics (student engagement, academic resilience, study satisfaction and study-related stress) are important predictors of students’ intention to drop out.These aspects are important to consider when developing and implementing preventive programs and measures to manage students’ dropout from universities.
... Notamment, les caractéristiques de l'étudiant peuvent avoir un effet direct ou un effet indirect via une interaction avec les caractéristiques de l'environnement sur la réussite académique de ce dernier. De la même manière, Tinto (1975Tinto ( , 1987Tinto ( , 1997Tinto ( , 2006 a montré que le bagage de l'étudiant à l'entrée du parcours supérieur (bagage familial, niveau de connaissances et compétences et parcours scolaire antérieur) impacte ses intentions et aspirations à l'égard de ses études, ce qui influence son intégration académique et sociale. Ces variables vont à leur tour impacter les intentions et l'engagement académique de l'étudiant, et , par conséquent, sa persévérance dans les études mais également sa réussite. ...
For several decades, the academic community has been interested in student achievement, because only a few students succeed in their first year of higher education. Thus, researchers attempted to identify the factors that promote students' academic success. In particular, the level of subject-specific prerequisites at the very beginning of higher education appears to be a determining factor of achievement. Therefore, it would be important to assess the prerequisite level of the students with a diagnostic test at the beginning of the first year in higher education, after they registered. The aim is to identify learning gaps and student difficulties to offer them some support and assistance and to help them to succeed. Using data collected from first-year university students (n = 856), this article investigated the relationship between the prerequisites level of the students at the beginning of academic year and their achievement at the end of the first year as well as the relationship between the participation in a diagnostic test at the beginning of the year and their achievement at the end of the first year. The results showed that the prerequisite level of the students and the participation in a diagnostic test at the beginning of the first year are significantly linked to their results at the end of the first year. This demonstrates the value of diagnosing the prerequisite level of students very soon in higher education to identify students with learning gaps and difficulties to provide them with some support.
... The composite persistence model considers unique challenges of the nontraditional student, a population of students who are more heterogeneous in characteristics and skills than their traditional campus counterparts (Mulijana & Luo, 2019) and experience higher rates of discontinuance (Willging & Johnson, 2009). Rovai combined measures of traditional student characteristics, education preparation, and internal institutional behaviors (Tinto, 1975(Tinto, , 1982(Tinto, , 1997; incorporated factors influencing persistence decisions for nontraditional students (Bean & Metzner, 1985); and online students (Cole, 2000;Rowantree, 1995;Workman & Stenard, 1996) to describe factors that impact student persistent decisions. ...
Understanding attrition risks specific to online student populations is crucial for the long‐term success of online programs. Online programs allow place‐based working professionals access to education needed for professional development and career advancement. This study was conducted to determine if educational preparation, student characteristics, and internal educational factors could predict the probability of discontinuation from natural resource or environmental science disciplines in online non‐thesis master's programs. The Cox proportional hazards model survival analysis was used to examine longitudinal data from 2017 to 2023 and assess attrition risk over time, examined time as a factor of attrition behavior, and identified predictors of attrition from two online programs. Attrition risks varied between environmental science and master of natural resources online non‐thesis programs. In the natural resource program, a statistically significant relationship was found between student age, gender, race, degree background, undergraduate grade point average, cumulative grade point average, and time between degrees. A total of 70% of discontinued students did so within the first three terms, indicating the highest risk of attrition occurred early in both programs. Different attrition risks between programs warrant further examination to provide meaningful support specific to students’ needs.
... Learners, on either hand, are highly integrated with each other in addition to sharing their regular active learning and conduct debates about a wide range of topics, according to (Liccardi et al., 2007). Leisure and academic pursuits, according to Tinto (1997), are incapable of fulfilling some adolescents who are closeted as a result of social networks. This highlights how social networks help learners by supporting them in both their academic and learning process. ...
The current research study aimed to investigate the impact of social media on educational and moral ideals of university students. Researchers used descriptive survey research design to investigate the phenomenon of concern. The data was collected from university students of two public sector universities of South Punjab, i.e., The Islamia University of Bahawalpur (IUB) and Bahauddin Zakariya University (BZU). Multan. Population of the study was students of BS, MS and PhD students and sample of n=324 students was selected using random sampling technique. The researchers designed well-structured questionnaire consisted on close-ended to facilitate the respondents. The questionnaire was consisted on four parts; 1) demographics 2) Social media use 3) Educational effects and 4) Moral effects. The results were measured by frequency tables and by applying statistical tests such as Chi-square(X2). A high proportion of students at both universities are addicted to social media, according to the findings of the survey. The use of social media has affected student’s education and moral values negatively.
... For example, Daud et al. (2017) found that curriculum design incorporates active learning strategies and relevant content contributes to improved student performance and engagement. Access to resources, including academic support services, technology, and learning materials, also plays a vital role in supporting student success (Tinto, 1997). ...
The field of data analytics has seen substantial growth, particularly within the education sector. With the recent expansion of e-learning due to the COVID-19 pandemic, the ability to make data-driven decisions in education has become more important than ever. This review synthesizes existing research on the role of data analytics in enhancing academic performance and decision-making in higher education. The key objectives are to examine the influence of data analytics on student performance, explore learning analytics' role in institutional decision-making, and assess the effect of data analytics on e-learning systems, particularly during the COVID-19 pandemic.
... An appropriate subject-specific identity is a strong influence on students' persistence in a discipline (Pierrakos et al. 2009). There is a strong relationship between the development of a professional, subject-specific identity and participation in a related community (Barton and Yang 2000); in fact, professional identity and community participation are inextricably and symbiotically linked (Tinto 1997). A key component of understanding subject-specific identity in higher education in general is understanding the choice to pursue a particular subject in the first place and why a student chooses to continue studying that subject. ...
We use the theories of identity statuses and communities of practice to describe three different case studies of students finding their paths through undergraduate physics and developing a physics subject-specific identity. Each case study demonstrates a unique path that reinforces the link between the theories of communities of practice and identity statuses. The case studies also illustrate how students progress and regress in their commitment to their subject-specific identities and their professional identities. The progression/regression is dependent on their willingness to explore different aspects of a physics professional identity and their availability to carry out such exploration. Identity status and future identity crises can manifest in students' behavior in the classroom. Allowing students to engage in more legitimate practices of the physics community, especially in the form of undergraduate research, helps students to explore their opportunities and inform the level of commitment they wish to make to physics.
... However, according to Liccardi, Ounnas, Massey, Kinnunen, Midy, and Sakar (2007) found that students are socially engaged and discuss other topics to their daily learning experiences. Tinto (1997) suggests that social networking isolation may prevent some students from enjoying academics and extracurriculars. Students profit from social networks since they improve their learning and academic careers. ...
In the business world, customer pleasure is neither foreign nor novel. All facets of the Indian economy have adopted it, but the service sector places a premium on it, and the banking sector especially values it. Unorganized and Unstructured: Although customer satisfaction has been practiced for a long time, it has never been organized or structured. To study the overview and customer satisfaction of banking services offered by the private sector banks. Frequency analysis found that the out of 150 respondents, 43(28.7%) of the respondents are belong to below 25 years.(29.3%) of the respondents are belong to 26-35 years of age people. 45(30%) of the respondents are belong to 36-45 years of age group. 16 (10.7%) of the respondents are belong to 46-55 year of age people. 2 (1.3%) of the respondents are belong to above 55 years of age group customers. The majority of the respondents are belong to 36-45 years of people maintain account in private sectors bank sinkancheepuram district. customer satisfaction as the dependent variable and five independent variables such as Satisfaction on Infrastructure (x1), Satisfaction on technology(x2), Satisfaction on Product and Services (x3), Satisfaction on Loan settlement (x4) and Satisfaction on bank management (x5) are taken as predictor variables. Satisfaction on Infrastructure (t=2.143, p=0.002), Satisfaction on technology (t=3.668, p=0.010),Satisfaction on Product and Services (t= 4.511, p=0.00), Satisfaction on Loan settlement (t=4.571, p=0.000) Satisfaction on bank management (t= 3.541, P= 0.000).According to this study, private sector banks must do more to entice consumers in the younger age range to create accounts. In the current technological era, the majority of customers are tech savvy and aware of the new and improved technologies that are being introduced on a daily basis, as well as what banks are acquiring or may acquire. Therefore, banks should adopt new and improved technology as needed since they risk losing both current and potential consumers if they do not keep up with emerging innovations.
... Similarly, students who have unproductive epistemological beliefs (such as physics is just a collection of facts and formulas, only a few smart people can do physics, and they should just memorize physics formulas and regurgitate them) are unlikely to productively engage with the self-study tools designed to help them develop expertise in physics. It is important to address these issues in order to ensure that students who are most in need of learning using self-study tools actually benefit from them and retain what they learn [76][77][78][79][80][81][82][83][84][85][86]. ...
As research-based self-paced e-learning tools become increasingly available, a critical issue educators encounter is implementing strategies to ensure that all students engage with them as intended. Here, we discuss the effectiveness of research-based e-learning tutorials as self-paced learning tools in large enrollment brick and mortar introductory physics courses. These interactive tutorials were developed via research in physics education and were found to be effective for a diverse group of introductory physics students in one-on-one implementation. Instructors encouraged the use of these self-paced tools in a self-paced learning environment by telling students that they would be helpful for solving the assigned homework problems and that the underlying physics principles in the tutorial problems would be similar to those in the in-class quizzes (which we call paired problems). We find that many students, who struggled in the courses in which these adaptive e-learning tutorials were assigned as a self-study tool, performed poorly on the paired problems. In contrast, a majority of student volunteers in one-on-one implementation greatly benefited from the tutorials and performed well on the paired problems. This suggests that many students enrolled in introductory physics courses did not effectively engage with the self-paced tutorials outside of class and may have only used them superficially. The findings suggest that many students in need of out-of-class remediation via self-paced learning tools may have difficulty motivating themselves and may lack the self-regulation and time-management skills to engage effectively with tools specially designed to help them learn at their own pace. We conclude by proposing a theoretical framework to help students with diverse prior preparations engage effectively with self-study tools.
... Higher education theory points to the importance of student integration, both academic and social, on educational persistence and retention rates (Pascarella & Terenzini, 1983;Tinto, 1997). The contribution of collegiate athletics on social student integration justifies the increased costs of maintaining a high-level collegiate athletic program. ...
One of the effects of intercollegiate athletic success that has been commonly studied is the impact success has on the overall institution. The increase in the quantity and quality of applicants to higher education institutions is commonly referred to as the “Flutie factor.” This is a reference to Boston College’s Doug Flutie, whose famous pass in a 1984 football game contributed to a victory over University of Miami. To revisit and expand this phenomenon, a qualitative research design was implemented to determine the role of athletics success in student applications and attendance at North Dakota State University. An open-ended survey was sent to incoming, out-of-state freshmen at the university. Results were analyzed for themes beginning with awareness and then identifying other impacts athletics success had on their application and ultimately attending NDSU. The authors determined that athletic success played a role in initial awareness, decision to attend, and community and student engagement. The Flutie factor is a known effect of athletic success, and these results further the understanding of the phenomenon, resulting in key implications in utilizing athletic success to increase applications, enrollment, retention, and financial success.
... Higher education theory points to the importance of student integration, both academic and social, on educational persistence and retention rates (Pascarella & Terenzini, 1983;Tinto, 1997). The contribution of collegiate athletics on social student integration justifies the increased costs of maintaining a high-level collegiate athletic program. ...
One of the effects of intercollegiate athletic success that has been commonly studied is the impact success has on the overall institution. The increase in the quantity and quality of applicants to higher education institutions is called the "Flutie factor." This refers to Boston College's Doug Flutie, whose famous pass in a 1984 football game contributed to a victory over the University of Miami. To revisit and expand on this phenomenon, a qualitative research design was implemented to determine the role of athletics success in student applications and attendance at North Dakota State University (NDSU). An open-ended survey was sent to incoming, out-of-state freshmen at the university. Results were analyzed for themes around awareness and included other impacts athletics success had on their application and attendance to NDSU. The authors determined that athletic success played a role in initial awareness, the decision to attend, and community and student engagement. The Flutie factor is a known effect of athletic success, and these results further the understanding of the phenomenon, resulting in key implications in utilizing athletic success to increase applications, enrollment, retention, and financial success.
... Because opportunities for involvement must be deliberate, mechanisms and structures must be in place in order to involve students, which may in turn lead to increased retention. Students are most successful at institutions of higher education if they become involved when they first enroll (Kuh, 2008;Kuh, Kinzie, Schuh, Whitt, & Associates, 2005;Pascarella & Terenzini, 2005;Tinto, 1997). Institutions can benefit by creating opportunities for involvement for students from the beginning of their college careers. ...
Student governance is one way for students to become involved on college campuses. Student government allows participants to represent the needs of the student body and to voice their concerns to college administrators. In a qualitative study, five presidents of community college student government associations were interviewed. The student government presidents were asked to describe their experiences. Three themes emerged: institutional pride, developing relationships, and support of administrators.
... Ahora bien, sobre los factores que inciden o explican la generación del fenómeno de la deserción a nivel nacional los principales estudios empíricos (Canales & De los Ríos, 2007;Centro de Microdatos, 2008;González, 2005) señalan tres ejes fundamentales: falta de claridad vocacional, problemas de rendimiento académico y situación económica deficitaria; siendo su acercamiento metodológico de carácter descriptivo, es decir, enumera una serie de dimensiones de las citadas variables. Por lo anterior, los enfoques teóricos aludidos en dichos trabajos sirven para discriminar las variables, mostrando una marcada influencia de la ASHE 3 , teniendo como máximo exponente al Modelo de Integración de Vincent Tinto (Tinto, 1975(Tinto, , 1987(Tinto, , 1997 el cual explica las decisiones de los estudiantes de permanecer de sus estudios superiores poniendo énfasis en el proceso de integración social e intelectual a las instituciones, entonces, aquellos que logran dicha condición potencialmente tienen mayores posibilidades de continuar y concluir con éxito sus carreras; para este autor la deserción es causada por la interacción de elementos individuales, sociales e institucionales. Dentro de los sociales se destacan los antecedentes familiares (ocupación y nivel educativo de los padres), la valoración y expectativas de los jóvenes y el compromiso con una meta de estudios y con futuros objetivos (Canales & De los Ríos, 2007); en consecuencia este modelo tiene implícitos elementos psicológicos, económicos, sociológicos, organizacionales e interaccionales (Braxton et al., 1997), que a nivel nacional un artículo de la revista Calidad en la Educación (CNED) catapultó como escuela a seguir (Himmel, 2002) 4 . ...
¿Cómo explicar el fenómeno de la deserción de estudiantes universitarios? Este trabajo se orienta a divulgar una propuesta de modelo explicativo que aborda dicha temática desde el proceso de toma de decisiones educativas de los jóvenes bajo la estructura conceptual de la sociología de la educación, concretamente a través del programa de investigación analítico de la “decisión escolar en función de la posición social”, propuesto por el sociólogo francés Raymond Boudon (1983), que onceptualiza las decisiones educativas de los estudiantes y sus familias en función de expectativas instrumentales relacionadas con mantener la posición en la estructura social –educación como estrategia defensiva–, que incorpora las creencias sobre las habilidades académicas, beneficios económicos y sociales
futuros asociados a las credenciales educativas, y la percepción de las limitaciones a la estructura de oportunidades propias al origen social; integrando además las precisiones y reformulaciones teóricas de Richard Breen y John Goldthorpe (1997) sobre los umbrales educativos mínimos por clase social; y con la conceptualización de preferencias instrumentales e intrínsecas en relación a la educación de los agentes desarrollada por Diego Gambetta (1987).
... Na rede 'Adaptação', os diversos códigos identificados destacam a importância da autoeficácia do aluno para sua permanência no curso PROEJA, especialmente diante de desafios como dificuldades de aprendizagem, transporte e adaptação à pandemia (E6). Tinto (1997) observa que os alunos se dedicam mais às atividades que os ajudam a superar essas dificuldades, o que contribui para uma aprendizagem mais eficaz e, consequentemente, para sua persistência. Cola (2022) ressalta que o sucesso do aluno está intrinsecamente ligado ao seu comprometimento com o processo de aprendizagem, refletindo em um aumento da autoeficácia e incentivando a persistência diante dos obstáculos. ...
Este artigo investiga a permanência estudantil por meio da análise da trajetória escolar dos egressos do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Jovens e Adultos (PROEJA). O estudo, aprovado pelo Comitê de Ética em Pesquisa (CEP) sob o registro CAAE 70868423.5.0000.5660, abrangeu sete egressos da turma que concluiu o curso no primeiro semestre de 2023. A pesquisa adotou uma abordagem qualitativa, fundamentada nas dimensões-chave de Vincent Tinto (2017), e a análise foi conduzida com o auxílio do software ATLAS.ti 23. A partir das transcrições das entrevistas, foram identificadas categorias emergentes, incluindo ‘motivação’, ‘persistência’ e ‘realização pessoal’. Estas categorias foram examinadas em relação à autoeficácia, ao senso de pertencimento, ao valor percebido do currículo e às redes de ‘educação’ e ‘adaptação’. Os resultados revelam que a permanência estudantil se configura como um processo de superação ao longo da trajetória escolar, com a rede de apoio multidisciplinar exercendo um papel fundamental na finalização bem-sucedida dos estudos. Com base nessas conclusões, recomenda-se que instituições de ensino invistam em ações formativas que promovam a autoeficácia, estimulem a interação interpessoal para fortalecer o senso de pertencimento e desenvolvam estratégias eficazes para a Política de Assistência Estudantil, visando garantir a permanência e o sucesso acadêmico dos estudantes.
... Importantly, our findings on the "academic-first" strategy further support the notion raised by other scholars that effective interventions toward disadvantaged students should first focus on academic matters (e.g., Deil-Amen, 2011;Tinto, 1997Tinto, , 1999. Socio-academic integration moments that focus on academic matters, such as homework partners or small groups, not only promote disadvantaged students' socioacademic integration, but also help boost their academic performance that enables them to move into the social arena. ...
Scholars explain low levels of social engagement of disadvantaged students as self-isolation because they are endowed with lower levels of cultural and social capital. It renders a hopeless class reproduction conclusion, and it also reflects an implicit assumption that students engage academically and socially in parallel. To contribute both empirically and theoretically to student engagement research, we focus on rural students—a major disadvantaged student group in China—and whether they hold a student leadership role—a highly consequential social engagement activity in the Chinese setting. Utilizing a longitudinal survey, administrative records, and in-depth interviews of the 2014 freshmen cohort at an elite Chinese university, we find that rural students who progressed academically seemed to employ a sequential engagement strategy, “academics-first, social-second,” to catch up with urban students in holding a leadership role and have successfully coped with the challenges at both academic and social realms.
... Los resultados de dicha búsqueda fueron analizados a través de la herramienta de análisis con SITKIS (versión 1.5) en [Tinto V (1997)] donde se sugiere poner los procesos que ocurren en aula de clases como centro de la atención de las políticas institucionales para disminuir la deserción. En [Tinto V (1982)] el autor señala que el hecho ineludible es que la deserción es tanto un reflejo de los méritos (y debilidades) del sistema educativo como es la persistencia. ...
La presente tesis pretende hacer una propuesta de mejora en la forma de actuar de la universidad en estudio con respecto al trato con estudiantes de nuevo ingreso durante el primer año de estudios en su sede de Trujillo.
En una primera parte se hace un análisis de la forma en que se organiza la sede de Trujillo de la universidad y de la evolución de la población estudiantil objeto de estudio así como de los efectos económicos que acarrea la deserción de estudiantes de primer año.
En el marco teórico se presenta una amplia revisión de la literatura disponible en el tema de la deserción estudiantil universitaria, la misma que sirve de base para plantear un modelo de gestión que recoja los elementos más importantes planteados por los autores más relevantes en el tema. De la misma forma se hace una revisión de las bases teóricas que permiten hacer una relación directa entre la calidad del servicio al cliente y el desempeño financiero de las organizaciones.
El modelo de gestión que se presenta basa sus fundamentos en la relación de cuatro aspectos fundamentales, el conocimiento del ámbito personal del estudiante, apoyar al estudiante en los aspectos más relevantes para su persistencia en los estudios, la retroalimentación temprana y constante y la integración social y académica dentro de la universidad
... Astin (1993) also highlighted the importance of student participation in learning settings and proposed that improved academic achievements result from leadership models that enable students to take charge of their education. According to Tinto (1997), student-centered leadership fosters personalized engagement, collaborative learning, and active learning-all of which are essential for academic achievement. ...
Student-centered leadership has become a key concept in modern higher education for encouraging student participation and academic performance. This method places a strong emphasis on the value of inclusive management techniques, giving students more agency over their academic careers and creating an atmosphere that is supportive of both learning and personal development. This article looks at how student-centered leadership in higher education fosters an environment that is more inclusive and interactive, which has a direct impact on academic success. It emphasizes the value of inclusive leadership in raising student engagement, retention rates, and overall academic success through a review of the research and case studies. It also addresses the difficulties colleges have putting these ideas into reality and provides helpful advice for developing a culture of student-centered leadership. According to the research, universities see better results for both individual students and the organization when leadership places a high priority on student voice, inclusivity, and cooperation.
The present research aims to demonstrate the relationship of the improvement of academic performance and mastery of three digital competencies: digital information management and communication in the digital environment, collaboration and, creation of digital content when used by the university student in their active learning process, how they encode the information they learn, how they communicate their development and how they create their knowledge to fulfill a purpose of improvement in their grades and academic improvement.
The purpose of this study was to identify the structural relationship between professors’ support (PS), major satisfaction (MS), learning engagement (LE), and academic persistence intention (API) among adult learners. The survey instruments used were those developed in previous studies with confirmed validity and reliability, and 293 questionnaires were analyzed. The data analysis included frequency analysis, reliability analysis, confirmatory factor analysis, discriminant validity analysis, and structural equation modelling using SPSS and AMOS. The results of this study are as follows. Professors’ support had a significant positive impact on both MS and LE, but it did not have a direct effect on API. However, significant indirect effects were observed, as PS influenced API through MS, through LE, and through both MS and LE. These results provide insights that could help in developing strategies for educational development. The study also discusses its implications and limitations and offers suggestions for future studies.
Student academic success and retention are crucial to the success of programs and universities. Previous research shows that advising is a potential strategy for improving student experiences and helping students reach graduation. The current study examines specific aspects of advising (i.e., advisor accountability and advisor empowerment) to identify how these elements impact characteristics such as student self-efficacy, student responsibility, perceived support, and student study skills. The results indicate that positive experiences with advisors may contribute to higher levels of key characteristics, which in turn predict student academic success.
Background
A growing body of research has indicated the importance of implementing community mental health initiatives in universities to promote student mental health and well-being. Designing and implementing community-based initiatives on campus can facilitate improved student well-being in a cost-effective way.
Purpose
This paper provides a description of the implementation of a graduate-level university course grounded in a community mental health framework, which gave students the opportunity to become peer-mentors for other students within the university in exchange for course credit.
Approach
The course took place over two semesters. In the first half of semester one, students engaged with theoretical and practical content that teaches them how to be a peer-mentor and support students’ needs. In the second half of the first semester, and over the course of the second semester, students used what they have learned to engage in experiential learning, where they acted as peer-mentors to their fellow university students.
Conclusion
This university course provided mental health and well-being benefits to university students in a cost-effective manner while providing hands-on experience to students enrolled on the course to be peer-mentors.
Implications
Experiential learning opportunities can be used to support student well-being while reducing the need for more specialist forms of mental health service provision.
This study explores the dynamics of teacher-student relationships and their influence on academic engagement in a university setting, employing a qualitative research design. Using semi-structured interviews, focus groups, classroom observations, and document analysis, the study identifies key themes such as communication styles, cultural and disciplinary variations, emotional support, and institutional challenges. Findings reveal that effective communication, empathy, and personalized feedback are critical in fostering student engagement across behavioral, emotional, and cognitive dimensions. However, challenges such as large class sizes, cultural barriers, and institutional constraints impede the development of strong teacher-student relationships. The study also highlights the role of teacher personality traits and supportive institutional structures in enhancing relational dynamics. These findings contribute to the theoretical understanding of teacher-student relationships while offering practical recommendations for improving educational practices. The study underscores the need for tailored strategies and institutional reforms to create inclusive and supportive learning environments, thereby promoting academic success and student well-being.
College students’ sense of belonging with their institution has been established as an important factor that improves their health and well-being. However, the extent to which students’ sense of belonging changes over their college experience—if at all—needs further examination. The current study employs a longitudinal design utilizing data repeatedly collected from the same students (N = 355; male 33.0% and female 67.0%; White 83.2%; baseline age range: 18–21 years) to examine changes in their sense of belonging over time. We also examined the extent to which different participant characteristics (i.e., sex, race/ethnicity, first-generation student status, and affiliation with Greek life organizations) are associated with change in belonging over time. College students’ belonging directly decreased over time, and race/ethnicity moderated this change such that being a student from a minoritized racial/ethnic group was associated with steeper drops in belonging. Educators and researchers are encouraged to further research this topic to determine how their classrooms, departments, and institutions can help foster students’ belonging and maintain that belonging over time.
Due to an academic-social split, first-generation college students often encounter particular difficulties, such as restricted access to resources, a lack of institutional understanding, and feelings of loneliness. This research investigates how organised mentoring programs and technology might help close these gaps and promote fair social and academic integration. Mobile applications, learning analytics, and virtual assistance platforms are examples of technology-driven solutions that improve access to individualised instruction and academic materials. At the same time, peer and faculty-led mentoring programs provide vital social support, promoting a feeling of community and belonging. Institutions may remove structural obstacles and enable first-generation students to succeed academically and socially by combining these strategies. In order to establish inclusive workplaces, the study highlights the value of scalable, technologically advanced approaches in conjunction with mentoring that is focused on people. The results demonstrate how these interventions have the capacity to close the gap, improve retention rates, and prepare first-generation college students for long-term success.
Este estudo pretende provocar debates e reflexões sobre a evasão escolar nas instituições de ensino superior (IES), especificamente, entre os alunos do curso de Engenharia de Produção em uma universidade do estado do Pará, Brasil, e, assim, apresentar um panorama sobre este fenômeno e apontar as principais causas que levam os alunos a desistência do curso, porém não se limita somente a indicar os motivos e desafios, mas também alternativas que as instituições podem desenvolver no combate à evasão. Diante disso, buscou-se analisar o cenário acadêmico e o significado das experiências de evasão na perspectiva dos estudantes dos últimos 5 anos no curso de Engenharia da Produção. Para isso, realizou-se uma pesquisa bibliográfica juntamente a uma abordagem baseada na aplicação de questionários semi-estruturados sobre a evasão do curso e questões relacionadas a COVID. Concluiu-se que são vários os fatores que provocam as evasões, tais como econômicos, sociais, emocionais e institucionais e as IES necessitam urgentemente encontrar soluções viáveis no combate ao abandono.
This qualitative meta-synthesis examines the interplay between techno-pedagogical skills, social competencies, and interpersonal relationships among professors in higher education institutions (HEIs). Techno-pedagogical competency entails the effective integration of technology into teaching practices to improve educational quality and student engagement. As digital tools transform instructional methods, continual professional development is crucial for instructors to adapt. Social competency involves managing academic interactions and creating a supportive environment, which is essential for effective teaching and student achievement. Whereas, strong interpersonal relationships between professors, students, and peers greatly influence teaching effectiveness and student outcomes. This synthesis of qualitative research underscores the complexities and facilitators of these competencies and highlights the need for comprehensive strategies. Effective approaches include targeted technology training, active learning methods, and regular formative assessments. Tackling digital literacy issues and fostering supportive relationships are crucial for developing a skilled and adaptable faculty, thereby enhancing the educational experience in HEIs.
University dropout is considered a critical research topic today due to its significant implications for individuals, institutions, and society. The main aims of this study were to analyse the differences in learning engagement and dropout intention during the first academic year and to analyse the predictive value of motivations to attend university and pre-entry characteristics on the dropout intention. Results showed that learning engagement and dropout intentions vary during the first year, with the decrease in engagement and relative stability towards the end of the year. Students without clear reasons for attending university are most susceptible to dropping out. Learning engagement appears to be a powerful predictor of a low dropout intention.
This research endeavors to explore the multifaceted effects of social media applications on contemporary society. In an era dominated by digital connectivity, social media platforms have become ubiquitous tools shaping communication, information dissemination, and interpersonal relationships. Employing a multidisciplinary approach, this study analyzes the intricate interplay between social media apps and various facets of societal dynamics. This comprehensive investigation encompasses the examination of user behavior, the influence of algorithms on content consumption, and the consequences of social media on mental health. Moreover, the study delves into the propagation of misinformation, the polarization of public discourse, and the intricate balance between digital privacy and information sharing. Cultural impacts and the role of regulatory frameworks in mitigating potential harms are also scrutinized. By shedding light on the diverse aspects of social media's impact on society, this research aims to contribute valuable insights for policymakers, industry stakeholders, and the general public. In an age where digital connectivity is omnipresent, understanding the ramifications of social media engagement is imperative for fostering a responsible and balanced digital society.
This study proposes the multidimensional concept of ‘student behavior at university’ and methodology for its quantitative investigation. Unlike previous concepts related to aspects of the student experience, the idea of student behavior considers the combinations and interrelations of individual and environmental characteristics affecting student experience and outcomes. It provides a new lens for viewing student experience at university, highlighting the multifacetedness of this phenomenon and the diversity of possible patterns of student behavior. Based on the conceptual model, a ten-dimensional scale measuring student behavior was developed and validated through mixed-method research with an exploratory sequential design. The following dimensions of student behavior were identified: 1) interaction with course content in class; 2) persistence; 3) self-learning; 4) irresponsible learning behavior; 5) active learning; 6) friendship; 7) study collaboration; 8) obedience; 9) creating a positive self-image; and 10) extracurricular involvement. To develop a survey instrument, we utilized semistructured in-depth interviews with Russian students (n = 119). In the quantitative phase of the study, based on the survey (n = 1,253) carried out at seven highly selective Russian universities, we tested the reliability and validity of the ten-dimensional scale. To test construct-related validity, we utilized the self-determination theory developed by Ryan and Deci and a short version of the Academic Motivation Scale developed by Gordeeva, Sychev, and Osin for the Russian educational context. Our findings are in line with assumptions of self-determination theory and the results of previous studies and can be considered evidence of construct validity. The directions for further development of the methodological approach and its practical implications are discussed.
Distance Education has come to stay and it is very significant in the advancement of making education accessible to a broader popular. This distance education stems from a parent university, however, there seem to be a partial disconnection between the distance education and their parent university. The purpose of this study is there to explore the factors that account for the partial severance and the perceptions of distance education students regarding their sense of connection with the parent university. The qualitative research approach was adopted for the study. Consistent with the approach, case study design was used for the study. Purposive sampling technique was used to sample twenty-five (25) participants for the study, twelve (12) lecturers and thirteen (13) students. Interview guide was the research instrument used to collect data for the study. The thematic analysis was used to analyse the data. The study revealed that inadequate integration and communication between distance education students and the main campus significantly contribute to their sense of disconnection. Moreso, Distance Education students perceive their connection with the parent university as weak and insufficient due to feelings of isolation and exclusion from campus activities. They face significant communication gaps and lack access to resources and support services equivalent to those available to on-campus students. Based on the key findings, it is recommended that, parent universities who have established distance education should launch regular channels of communication to keep distance learners informed about campus events, resources, and opportunities for engagement. Also, parent universities must prioritize equitable access to resources and support services for distance education students. By creating a more inclusive and supportive environment, there will be a strong connection between parent universities and distance education, ultimately enriching their academic journey and overall satisfaction.
Since we believe that the relationship between students and teachers is the result of responses to a negotiated social setting, we studied the impact of faculty members' interactional behaviors, particularly those indicating role distance from the powerful and all-knowing professor, on students' participation. We examined the effect of students' gender on their perceptions of male and female faculty members' behavior in the classroom. Findings generally indicated that interactional behaviors which show students the importance of their questions, ideas, and knowledge promote student participation regardless of the student's gender. Although female professors' courses were more likely to be those in which students participated the most, the findings also showed that participation was not affected by gender per se, but rather by how often the faculty member engaged in the behavior with the respondent. Consequently, faculty should often: 1) call on students when they volunteer, and call on them by name; 2) provide positive reinforcement in the form of encouragement and approval; 3) ask analytical (not factual questions) and provide students ample time to answer; and 4) ask for students' opinions even when they do not volunteer. The discussion section further elaborates on the implications of the findings for teaching and for future studies on this topic.
Although several theories have been advanced to explain the college persistence process [6, 39, 44, 46], the two theories that provide a more comprehensive theoretical framework on college departure decisions are Tinto's [44, 46] Student Integration Model and Bean's [5] Model of Student Departure [18]. These two theories have re-ceived considerable attention in the literature [see, for example, 13. 21, 22, 24, 26]. However, no research exists on the extent to which these two theories converge and diverge in explaining decisions to leave college. The purpose of this article was to examine, empirically, the convergent and discriminant validity between these two theories and document the extent to which the two theories could be merged to illuminate better our understanding of the college persistence process.
Research on college persistence has typically classified nonreturnees as dropouts. Recently, this practice has been criticized by Tinto (1987) who argues that such a practice merges together different types of withdrawal behavior whose determinants may vary as a function of the particular departure behavior under consideration. This paper empirically examines whether the determinants of decisions to withdraw from the institution are similar to those affecting decisions to transfer to other institutions of higher education for the 1984 entering freshman class at a large southern institution. Results provide support for Tinto''s proposition of differentiating between different types of voluntary withdrawal behavior. While institutional commitment, academic performance, finance attitudes, and student perceptions of faculty concern for student development and teaching discriminated between persisters and dropouts, only final institutional commitment and final goal commitment discriminated between persisters and transfers.
This study tested a modified version of Tinto's student attrition model on a Chicano student population in two-year colleges. Structural equation modeling and LISREL VI were used to examine the parameter estimates of the structural and measurement models of the hypothesized causal model. Measures of goodness of fit were examined to provide indices for the overall fit of the causal model in the study. The measurement and structural models were found to represent a plausible causal model of student retention among Chicano students. Although the measures used in assessing the fit of the model reflected the overall strength of the hypothesized model, the present study was not entirely supportive of Tinto's model. The findings were only minimally supportive of the hypothesized relationship between measures of academic integration and retention. The results indicated that the hypothesized relationship between measures of social integration could not be substantiated. Moreover, measures of initial commitments were found to have a significantly large direct effect on the dependent variable, retention.
A student development theory based on student involvement is presented and described, and the implications for practice and research are discussed.
Expanding upon existing theory, it is argued that the longitudinal process of student departure, far from being uniform across time, is marked by distinct stages which reflect the unique problems individuals encounter in seeking to become incorporated into the life of the institution. Research and policy implications are discussed.
Survey data from 1,059 students from a small, private college are used to assess why students offer comments or raise questions in class. Class traits and student traits explain the most variance. Neither professors' gender nor professors' interpersonal style plays a central role in class participation.
In the following three excerpts from his 1985 Achieving Educational Excellence: A Critical Assessment of Priorities and Practices in Higher Education, reprinted by permission of Jossey‐Bass Publishers, Alexander W. Astin describes and critiques four traditional conceptions of educational excellence, explains and defends the talent development approach that he espouses, and presents his conception of educational equity. Charles S. Adams comments on Astin's book in this issue's Reviews.
Data measuring 14 independent variables were obtained from 854 freshmen women at a major midwestern land-grant university. Twelve determinants were expected to influence satisfaction, intent to leave, and dropout in a causal sequence. The model was estimated using path analysis and multiple regression. Nine variables were ranked by total causal effects, from high to low: intent to leave, grades, practical value, opportunity, marriage, satisfaction, campus organizations, courses, and participation (R2 = .48).
A five-scale instrument developed from a theoretical model of college attrition correctly identified the persistence/voluntary withdrawal decisions of 78.5 percent of a sample of freshmen in a large, residential university. Particularly important discriminators of freshman year persisters and voluntary dropouts were scales assessing the quality of relationships with faculty.
In most college impact models, student and institutional characteristics have substantial effects on student learning (Pascarella & Terenzini, 1991). The purpose of this study was to discover the impact of out-of-class experiences on outcomes of college attendance considered important by students. From interviews with 149 seniors at 12 colleges and universities, 14 categories of learning and personal development were distilled. These categories subsequently were reduced to five outcome domains: Personal Competence, Cognitive Complexity, Knowledge and Academic Skills, Practical Competence, and Altruism and Estheticism. Contrary to the literature on college impact, student background characteristics were not related to differences in outcomes; however, students attending small, private colleges with liberal arts missions more frequently reported changes in Cognitive Complexity, Knowledge and Academic Skills, and Altruism and Estheticism.
Out-of-class experiences associated with learning and personal development were identified from interviews with college seniors. Respondents attributed a wide range of desirable outcomes (for example, critical thinking, relational and organizational skills) to life outside the classroom. Peer interactions and leadership responsibilities were among the most frequently mentioned antecedents of benefits.
Limitations of past research on college teaching and a recent exploratory study are considered. The study focused on the degree to which teachers encourage, praise, or use student ideas; the degree to which teachers ask questions that encourage evaluative and divergent thinking; the degree to which students make higher levels of cognitive responses; and the degree to which there is peer interaction in the class. Twelve faculty members known for a variety of teaching styles in a variety of disciplines were studied. Questionnaires were distributed to students at the beginning and end of the semester, class sessions were tape recorded, and questionnaires were distributed to the faculty members. Though an adequate range of behaviors was observed across the 12 classes, less than 20 percent of class time was spent in student participation or in encouraging involvement. Student participation, encouragement, and peer-to-peer interaction were rather consistently and positively related to the outcomes under consideration (perceived value of the course in stimulating additional intellectual pursuits, critical thinking scores on the Watson-Glaser test, and increased time spent while studying in analyzing, synthesizing, and evaluating materials). Implications for research, faculty development, and teaching are considered. References and a sample questionnaire are included. (SW)
The dimensions and consequences of college student attrition and features of institutional action to deal with attrition are discussed. Patterns of student departure from individual colleges as opposed to permanent college withdrawal are addressed. After synthesizing the research on multiple causes of student leaving, a theory of student departure from college is presented based on the work of Emile Durkheim and Arnold Van Gennep. The theory proposes that student departure may serve as a barometer of the social and intellectual health of college life as much as of the students' experiences at the college. The quality of faculty-student interaction and the student's integration into the school are central factors in student attrition. Attention is directed to features of retention programs, including the time of college actions and variations in policy necessary for different types of students and colleges. It is suggested that effective retention lies in the college's commitment to students. The content, structure, and evaluation methods for assessment of student retention and departure are considered, along with the use of assessment information for developing effective retention programs. (SW)
This review of research on college teaching suggests that innovations involving active student participation in discussion, problem solving, application, or teaching are likely to be effective. (Author)
Presents responses of Arthur W. Chickering to a series of questions about his publication "Education and Identity." Chickering reflects on his original and current thoughts and feelings about the book and the role of student affairs and higher education in student development. (JAC)
This study examined the effects of four aspects of student-faculty interaction (frequency of formal interaction, frequency of informal interaction, quality of faculty advising, and helpfulness of faculty) on a variety of student outcomes after four years. These effects were examined within a context of a causal model adapted from Astin''s general college impact model. Outcomes data were gathered from a 1975 Freshman Questionnaire and a 1979 Graduating Students Survey. The results provided support for the importance of student-faculty interaction on the intellectual and personal/social outcomes of college and students'' satisfaction with their educational experience.
Twenty-seven studies are reviewed that investigate the effect of instructional methods, courses, programs, and general college experiences on changes in college students'' critical thinking. Only two studies used true experimental designs; most were nonequivalent pretest-posttest control group designs. The results failed to support the use of specific instructional or course conditions to enhance critical thinking, but did support the conclusion that college attendance improves critical thinking. What is lacking in the research is a common definition of critical thinking, good instrumentation to provide specific measurement, and a clear theoretical description of the nature of an experience that should enhance critical thinking.
The purpose of this study was to provide further evidence on potential determinants of college student involvement in curricular and cocurricular campus activities, particularly on the importance of student enrollment in three academic programs. The study focused on how students in two special academic programs—an honors program and a transition program to assist academically disadvantaged students adjust to college—as well as students in the regular curriculum become engaged in a variety of experiences and how their quality of effort (involvement) in the activities is related to student growth and development. The relationship between level of student activity and achievement supports the claims of previous research that involvement contributes to students'' development and gains in intellectual and interpersonal areas. However, the strength of relationship between student effort and gain varied for the three groups. Overall, the honors and transition students appeared to get more for their effort than did the regular students.
This study assessed the validity of Tinto''s (1975) theory of student attrition, which asserts that withdrawal relates most directly to students'' integration in the social and academic systems of an institution. The study also examined the relative importance of these two dimensions. Multivariate analyses of variance indicated that both social and academic integration were significantly and independently related to voluntary freshman attrition. Discriminant analysis suggested, when the two variable sets were combined, that the joint contributions of the two sets were approximately equal, tending to support Tinto''s assertion of the concomitant importance of these two constructs. The findings also suggest that informal interaction with faculty may play a more important role than presently specified by the model in the socialization of students, contributing to their integration into both the academic and social systems of the institution. The results also indicate that sizeable reductions in attrition may be possible only through actions which touch both the social and academic dimensions of the institutional environment.