Abstract
This investigation theoretically extended Tinto’s model of student persistence by drawing on interpersonal communication research to elaborate on the role of commitment in student persistence. College student departure literature was reviewed and critiqued concerning the conceptualization and measurement of commitment within the interactionalist model of student persistence. Rusbult’s investment model was used as an exploratory theoretical frame for understanding commitment between students and institutions. Self-report measures of commitment and investment model predictors for students in higher education were included. Support was found for hypotheses using the investment model as a frame for understanding how both students’ commitment and perceptions of their institution’s commitment are relevant in understanding persistence in the higher education setting.
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