Tinto's Model of College Withdrawal Applied to Women in Two Institutions.

Autor/inn/en	Allen, David F.; Nelson, Joan M.
Titel	Tinto's Model of College Withdrawal Applied to Women in Two Institutions.
Quelle	(1987), (37 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Persistence; College Freshmen; College Students; Dropout Characteristics; Dropout Research; Dropouts; Females; Higher Education; Longitudinal Studies; Private Colleges; Public Colleges; Student Attrition; Student College Relationship; Two Year Colleges; Universities; Withdrawal (Education) + Suchen Sie Ihr Suchwort? Studienanfänger; Collegestudent; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Privathochschule; Schülerbeurlaubung; University; Universität; Kursabbruch
Abstract	A study was conducted to investigate the validity of Tinto's model of college withdrawal in a public four-year college and a private two-year institution. The model consists of six sets of variables in a causal sequence; i.e., background characteristics, initial goal and institutional commitment, academic and social integration, subsequent goal and institutional commitment, intention to persist or withdraw, and persistence/withdrawal behavior. Data for the study were collected during the 1986-87 and 1987-88 academic years from 400 randomly selected, full-time, white, female, residential freshmen. The students were surveyed regarding their interactions with peers, faculty, and the institution, and regarding the educational goal commitments that resulted from integration into the social and academic systems of the institution. Additional information on student background characteristics were supplied by the schools. Study findings, based on responses from 165 (83%) of the junior college students and 100 (51%) of the university students, included the following: (1) in the pooled sample, persistence was directly affected only by intention, though both institutional commitment and social integration had indirect effects on persistence; (2) in both samples, background characteristics played a minimal role in predicting persistence/withdrawal behavior, which was consistent with Tinto's model; (3) at the private institution, academic integration was seen to have a direct negative effect on academic persistence; and (4) institutional commitment was strongly linked to social integration, but, contrary to theoretical expectations, goal commitment was not associated with academic integration. (AAC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01