Motivational Orientation within the Tinto Model of College Withdrawal. ASHE 1985 Annual Meeting Paper.

Autor/inn/en	Stage, Frances K.; Richardson, Richard C., Jr.
Institution	Arizona State Univ., Tempe.
Titel	Motivational Orientation within the Tinto Model of College Withdrawal. ASHE 1985 Annual Meeting Paper.
Quelle	(1985), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Aspiration; Academic Persistence; College Credits; College Students; Extracurricular Activities; Grade Point Average; Higher Education; Models; Peer Relationship; School Holding Power; Student Attitudes; Student Attrition; Student College Relationship; Student Motivation; Student Participation; Teacher Student Relationship + Suchen Sie Ihr Suchwort? College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Collegestudent; Außerunterrichtliche Aktivität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Peer-Beziehungen; Schülerverhalten; Schülerbeurlaubung; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The relationships among motivational orientations of entering university freshmen, their involvement in social and academic systems, and persistence/attrition were studied at Arizona State University. Also considered was the applicability of Tinto's theory, which suggests that if background and commitments are equal, the greater the integration of the individual into the system, the greater will be the commitment to the institution and to the goal of college completion. For the random sample of 185 first-year students who were mailed surveys, usable responses were received from 124. The survey combined Boshier's Educational Participation Scales, Pascarella and Terenzini's Institutional Integration Scales, and 21 questions about students' background and participation in college activities. Based on factor analysis and LISREL-VI analysis, findings included: both academic and social integration directly influenced persistence, while satisfaction had almost no effect on persistence. Two background characteristics that had the greatest effect on persistence were mother's and father's level of education. A chart illustrating the operationalization of the Tinto model is provided, along with a list of variables covering student background, academic integration, social integration, and commitment. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC