Abstract
Based on Tinto’s model of academic persistence, this study explored background and personal factors that theoretically impact the academic persistence decisions of college freshmen. The factors studied were (a) parental educational attainment, (b) parental valuing of education, (c) high school grade point average, (d) residential status (on- vs. off-campus), (e) personal valuing of education, (f) perceived academic preparation, (g) academic self-expectancy, (h) educational self-efficacy, and (i) self-esteem. The study sample consisted of 378 (135 male and 243 female) freshmen who were 18 and 19 years old. Hierarchical regression analyses revealed that more positive academic persistence decisions were predicted by residential status (living on-campus) and self-beliefs, specifically greater educational self-efficacy, self-esteem, and personal valuing of education. These findings suggest that researchers, counselors, and college policy makers consider residential status as well as students’ beliefs about themselves when making decisions related to increasing retention of college freshmen.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of College Student Retention: Research, Theory & Practice
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
