Commitment: Predicting Persistence in Low Income Students

Autor/in	Zembrodt, Isabella
Titel	Commitment: Predicting Persistence in Low Income Students
Quelle	(2018), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northern Kentucky University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-6849-5
Schlagwörter	Hochschulschrift; Dissertation; Predictor Variables; Academic Persistence; Low Income Students; College Freshmen; Dropouts; School Holding Power; Student Experience; Outcomes of Education; Student Motivation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Prädiktor; Studienanfänger; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Studienerfahrung; Lernleistung; Schulerfolg; Schulische Motivation
Abstract	Low income students are more likely to leave college without a degree than high income students although there are low income students who persist to graduation. The most likely time for students to leave the University is after the first year. The purpose of this qualitative study of low income students, both retained and not retained, is to understand their first year experience and the factors that led to the decision to persist or not. Unlike previous research, neither satisfaction nor obstacles such as finances, academic preparation, or social connections differentiated between students who persisted or not. The difference between those who persisted and those who did not was commitment as defined by the investment model. The committed students did not perceive better alternatives for their future without their college degree and they believed education was an investment in their future. They were motivated to persist. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01