The relationship among variables in Tinto's conceptual model and attrition of bachelor's degree nursing students

Abstract

This study examined the relationship among the constructs in Tinto's model of college student retention in a sample of 188 freshmen, 141 sophomores, and 236 junior bachelor's degree nursing students. Data for the independent variables, labeled pre-entry, academic and social institutional, and commitment, were gathered from subjects' American College Testing (ACT) assessments and the 104-item Student Attitude Questionnaire. Data for retention were gathered during a subsequent semester. Results of the t tests and chi 2 analyses determined that there were significant differences between retained and departed students, eg, retained freshmen scored higher than departees on the ACT subscores, Mathematics and Composite, two measures of high school grades, and high school class rank. Retained freshmen were also more likely to choose a major other than nursing at the time of the ACT assessment, perceived more external control from institutional rules and regulations, and were more certain of their ability to pay for their education. Eight pre-entry, four academic, four social-institutional, and nine commitment variables differed significantly in retained and departed freshmen. Subsequently, these variables were examined across academic classes to ascertain whether there were significant differences in retained students. Twelve of the variables differed significantly in retained students, and 13 did not.