An Examination of Student Retention at a 2-Year College through Structural Equation Modeling

Autor/inn/en	Hafer, Leslie C.; Gibson, Nicole M.; York, Travis T.; Fiester, Herbert R.; Tsemunhu, Rudo
Titel	An Examination of Student Retention at a 2-Year College through Structural Equation Modeling
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 22 (2021) 4, S.550-571 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025118770813
Schlagwörter	School Holding Power; Academic Persistence; Structural Equation Models; Two Year College Students; Full Time Students; Nontraditional Students; Community Colleges; Learner Engagement; Student Surveys; Psychological Needs; Personal Autonomy; Competence; Interpersonal Relationship; Grade Point Average; Student Characteristics; Age Differences; Gender Differences; College Credits; Social Support Groups; Community College Survey of Student Engagement + Suchen Sie Ihr Suchwort? Vollzeitstudium; Community college; Community College; Schülerbefragung; Individuelle Autonomie; Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Social support; Soziale Unterstützung
Abstract	The purpose of this study was to develop a retention model specific to the 2-year college environment using factors not typically combined with the study of student retention. The study operationalized factors representing the basic psychological needs of autonomy, competence, and relatedness combined with elements of Bean and Metzner's nontraditional student attrition model. The data were analyzed using structural equation modeling techniques. The results indicated acceptable model fit and small to moderate effects were noted for competence and autonomy with grade point average (GPA). GPA exhibited the sole direct effect on student retention. The results further indicated the student characteristics of full-time enrollment and completion of 30 or more college-level credits combined with GPA explained a higher variance on student retention than did the factors of autonomy, competence, relatedness, external pull, or external support combined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01