Literaturnachweis - Detailanzeige
| Autor/inn/en | Elkins, Susan A.; Braxton, John M.; James, Glenn W. |
|---|---|
| Titel | Tinto's Separation Stage and Its Influence on First-Semester College Student Persistence. AIR 1998 Annual Forum Paper. |
| Quelle | (1998), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Academic Persistence; College Freshmen; Family Income; Family Influence; Higher Education; Models; Predictor Variables; Public Colleges; Racial Differences; School Holding Power; Separation Anxiety; Sex Differences; Student Attitudes; Values |
| Abstract | This study examined first- to second-semester persistence of first-time, full-time college freshmen at a public four-year institution, focusing on Tinto's (1993) concept of separation. Data were collected from 689 first-time, full-time freshmen using the Cooperative Institutional Research Program 1995 Student Information Form, and from 411 students at the midpoint of the fall 1995 semester using the First Semester Collegiate Experiences Survey. Enrollment data for the spring 1996 semester were also collected for the latter group of 411 students. Path analysis indicated that female students, white students, students from higher income families, and students with higher high school academic achievement received more support for college attendance and were less likely to perceive the need to reject past attitudes and values in order to remain in college than did their peers. In turn, it was found that support and the perceived need to reject past attitudes and values positively influenced first- to second-semester persistence. The results suggest that students who successfully pass through the stage of separation are more likely to return to college for their second semester. (Contains 25 references.) (MDM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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