Patterns of integration, commitment, and student characteristics and retention among younger and older students

Abstract

The primary purpose of this study was to explore the differential persistence impact of the components of the Tinto model, preentry characteristics, initial goals and commitments, integration, subsequent goals and commitments, and external commitments, to the process of younger and older student persistence. The sample (N=449) included first-time students enrolled full- or part-time at a large, urban community college. The study design was longitudinal with questionnaire data gathered at the beginning and end of the spring 1989 semester. Persistence was measured from the spring to the following fall semester. Discriminant function analysis was used to study multivariate differences between short-term persisters and nonpersisters. Younger (17 to 24 years) and older (25+ years) student data were analyzed separately. Findings indicated (1) integration was more important to the persistence of younger students than it was for the older cohort; (2) self-assessed study skills were the most important discriminator for older students; (3) student perceptions of cognitive and personal development were important to persistence in both groups; and (4) goal commitment was important to the persistence of both age groups.