Abstract
We used approach/avoidance theory to develop a conceptual model of student attrition that we estimated using 262 first- and second-year students at a major midwestern research university. We found that we could use psychological theories to enhance our understanding of the retention process; that psychological and sociological factors accounted for 37 percent of the variance in student attrition; and that institutions can enhance retention by developing programs that increase appropriate academic and social approach behaviors and reduce avoidant behaviors.
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