The role of active learning in college student persistence

2008 ◽  
Vol 2008 (115) ◽  
pp. 71-83 ◽  
Author(s):  
John M. Braxton ◽  
Willis A. Jones ◽  
Amy S. Hirschy ◽  
Harold V. Hartley III
Keyword(s):  
College Student ◽  
Active Learning ◽  
Student Persistence ◽  
College Student Persistence

Commitment in College Student Persistence

2017 ◽  
Vol 21 (2) ◽  
pp. 242-264 ◽  
Author(s):  
Matthew W. Savage ◽  
Renee E. Strom ◽  
Amy S. Ebesu Hubbard ◽  
Krystyna S. Aune
Keyword(s):  
Higher Education ◽  
College Student ◽  
Interpersonal Communication ◽  
Student Persistence ◽  
Investment Model ◽  
Self Report ◽  
Student Departure ◽  
College Student Persistence ◽  
Tinto's Model

This investigation theoretically extended Tinto’s model of student persistence by drawing on interpersonal communication research to elaborate on the role of commitment in student persistence. College student departure literature was reviewed and critiqued concerning the conceptualization and measurement of commitment within the interactionalist model of student persistence. Rusbult’s investment model was used as an exploratory theoretical frame for understanding commitment between students and institutions. Self-report measures of commitment and investment model predictors for students in higher education were included. Support was found for hypotheses using the investment model as a frame for understanding how both students’ commitment and perceptions of their institution’s commitment are relevant in understanding persistence in the higher education setting.

Dismantling Invisibility in Multiracial College Students

2020 ◽  
pp. 1-20
Author(s):  
Ashley D. Spicer-Runnels
Keyword(s):  
College Students ◽  
College Student ◽  
Academic Integration ◽  
Student Persistence ◽  
Demographic Data ◽  
Multiracial Students ◽  
College Student Persistence ◽  
Low Degree ◽  
The Social ◽  
Social And Academic Integration

This study was designed to test Tinto's theory of college student integration by measuring the social and academic integration of multiracial students. Policymakers and public interest have increased pressure on higher education institutions to address low degree completion rates among historically underrepresented racial minority students, leading to a targeted shift to assess and address factors that facilitate or hinder minority college student persistence. The participants for the current study consisted of a convenience sample of college students (n=173) classified as seniors at a mid-sized public four-year institution in Texas. The researcher collected pertinent demographic data and used the Institutional Integration Scale-Revised (IIS-R) to measure social and academic integration. The results of the analyses suggested a statistically significant correlation between being multiracial and social integration, but no significant correlation between being multiracial and academic integration.

The Impact of Faculty and Staff on High-Risk College Student Persistence

2011 ◽  
Vol 52 (3) ◽  
pp. 321-338 ◽  
Author(s):  
Laurie A. Schreiner ◽  
Patrice Noel ◽  
Edward “Chip” Anderson ◽  
Linda Cantwell
Keyword(s):  
College Student ◽  
High Risk ◽  
Student Persistence ◽  
College Student Persistence ◽  
Faculty And Staff ◽  
The Impact

Effective instruction and college student persistence: Some new evidence

2008 ◽  
Vol 2008 (115) ◽  
pp. 55-70 ◽  
Author(s):  
Ernest T. Pascarella ◽  
Tricia A. Seifert ◽  
Elizabeth J. Whitt
Keyword(s):  
College Student ◽  
Student Persistence ◽  
Effective Instruction ◽  
College Student Persistence ◽  
New Evidence

College Student Persistence to Degree: The Burden of Debt

2012 ◽  
Vol 13 (4) ◽  
pp. 431-456 ◽  
Author(s):  
Cliff A. Robb ◽  
Beth Moody ◽  
Mohamed Abdel-Ghany
Keyword(s):  
College Student ◽  
Student Persistence ◽  
College Student Persistence
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