Retention Of First-year Students Research Articles

Transformational learning and agency for professional identity development: first-year social work student retention and wellbeing

ABSTRACT Challenges relating to first-year student retention and learning outcomes are recognized as a multi-faceted issue in the tertiary education sector across many professional programs, including social work. Graduating students can find it difficult to establish themselves in the workplace. The researchers wanted to understand if fostering a sense of professional identity for social work students as part of the research experience might in and of itself enable retention because of improved opportunities for transformational learning, agency, and wellbeing as a student. The participatory action research project was designed around a community of practice of social work students facilitated by two recent graduates to undertake the collaborative design and creation of supportive educational resources. Student empowerment, connectedness, and wellbeing were improved by involvement in the collaborative professional task of doing research, with students reporting increased connection with the university and engagement in their learning. Implications for fostering professional identity development during social work education are explored.

Teachable Moments: What can we learn from peer mentors and teacher workshops?

The Teachable Moments Peer Mentor Program First Year Experience (FYE) Project enhanced first year experiences for education majors at an institution of higher education. The researcher investigated the impact professional development, online resources, and mentor training had on the first year students or pre-service teachers or students studying education. The project consisted of monthly professional development workshops and a Peer Mentor Program that was embedded into a first year experience (FYE) education course. Results of this study, in efforts to better tailor programming to maximize effectiveness and retention of first year students, will be shared. In particular, an emphasis is placed on the Peer Mentor Program, and the training the mentors underwent in order to serve in the role of mentor, so other colleges, universities, or institutions of higher education can replicate the mentoring model and professional development programming on their own campuses as they seek to meet the needs of their first year students to foster connections and supports for mentors and mentees alike.

The Influence of the First-Year Seminar Participation on Student Retention

College student retention is a complex phenomenon influenced by a myriad of factors and with wide-ranging implications for university functions. First-year seminar is one approach to increase first-year student retention through involvement, engagement, and integration. This quantitative study examines the influence of first-year seminar on retention of first-year, full-time, four-year degree-seeking students who matriculated during the fall 2016, 2017, 2018 semester and remained enrolled for fall 2017, 2018, 2019 semester at six institutions in two Northwest states in the United States.This study utilized an odds ratio to investigate whether first-year seminar participation had a statistically significant influence on the probability of students being retained at the targeted institutions. The results of this study were not statistically significant indicating that first-year seminar participation did not have a statistically significant effect on the probability of students being retained at the study's institutions.

First-year student retention, goal commitment, and institutional commitment: two meta-analyses

First-year student retention, goal commitment, and institutional commitment: two meta-analyses

Is a picture always worth 1000 words? Website images of classrooms and perceptions of the institution

When classroom facilities are out of date, students complain (Habaci et al., in Procedia Soc Behav Sci 64:58-64 2012, https://doi.org/10.1016/j.sbspro.2012.11.008 ). But, before students arrive on campus, what do they know about their classrooms? Media has changed how people acquire information; websites are second only to college tours in influencing prospective students (Langmead in How college websites influence students’ web experience. eCampusNews. Today’s Innovation in Education (2013). https://www.ecampusnews.com/2013/03/21/how-college-websites-influence-students-web-experience/?all ); furthermore, photographs impact website design (Kolowich in 14 of the best college websites (And why they’re so awesome) (2019), Hubspot. https://blog.hubspot.com/marketing/best-college-websites ). Can photographed classrooms influence judgments of the institution itself? In this 2 × 2 between-subjects experiment, participants read a scenario about a college too far away to visit and viewed a website picture of a seminar room (unrenovated or renovated) before responding to measures of classroom satisfaction and college academic life more broadly (e.g., student retention). Institutional rank (mentioned or not), was the 2nd variable. Participants were 300 AmazonMTurk workers, 237 of whom passed manipulation checks and were retained in analyses. The classroom furnishings comprised a scale (10 items, Cronbach’s alpha = 0.879), as did questions dealing with perceptions of the institution (9 items, Cronbach’s alpha = 0.897). Analyses revealed a significant main effect for renovation status, for both the furnishings scale (p < 0.001) and perceptions of the institution (p < 0.001), but not for rank (p = 0.052), with an institution being ranked in the top 50 being viewed more positively. For renovation status, the newer classroom was viewed more positively for both scales. Classroom status also significantly influenced estimates of first-year student retention (renovation status, p < 0.001; rank, p = 0.027), with higher estimates of retention for the renovated classroom and when rank was mentioned.

Toward Validating a Mentorability Scale For First-Year Mentees in Developmental Relationships

This study validates a novel mentorability scale, or, a survey measuring first-year college students’ ability to be mentorable. The scale was developed after two pilot studies across three years and was administered in Fall 2019 to 84 first-year students at a large, Hispanic-serving institution in the U.S. South. The scale includes items on how mentees perceive their own ability to be open to feedback, commit time to their mentor, use their mentor’s advice, attend meetings and co-curricular events with their mentor, discussion social lives and academics with their mentor, listen to their mentor, and be respectful of their mentor. Initial results suggest that students who rated themselves highly as being willing to take advice from their mentor correlated with semester-to-semester and year-to-year retention. Implications for first-year student retention and postsecondary mentoring programs will be addressed.

Variables individuales, sociodemográficas e institucionales asociadas a la retención de estudiantes de primer año del Programa Académico de Bachillerato de la Universidad de Chile

La retención en Educación Superior Universitaria (ESUP) en América Latina y el Caribe (ALC) tiene importantes efectos sociales, económicos e individuales (Proyecto ALFA-GUIA, 2013; CINDA, 2006). La retención ha alcanzado relevancia técnica en los estudios de calidad en la educación, al mismo tiempo que aumenta su importancia en los rankings internacionales y en las acreditaciones de las instituciones universitarias. De acuerdo a un estudio del Banco Mundial (Ferreyra et al., 2017) la ESUP en la región se caracteriza por: 1) una tasa de finalización promedio de 46%, con importantes diferencias entre un país y otro; 2) la existencia de un aumento exponencial de las matrículas, duplicando la tasa regular de estudiantes; 3) el ingreso de “nuevos estudiantes”, anteriormente subrepresentados en la ESUP. Considerando que en la región son escasas las investigaciones que intentan predecir el fenómeno de la retención (Munizaga, Cifuentes &amp; Beltrán, 2018), este estudio busca revisar la información reciente respecto a la retención en ALC, consensuar una definición sobre el fenómeno y ampliar la discusión sobre cómo garantizar la retención de estudiantes en una ESUP equitativa e inclusiva (Espinoza, González &amp; Latorre, 2009). En concreto, este trabajo busca responder ¿Cuáles son las variables individuales, sociodemográficas e institucionales asociadas a la retención de estudiantes de primer año del Programa Académico de Bachillerato de la Universidad de Chile? A través de un modelo de regresión logística binaria, compuesto por ocho variables, se identificaron las siguientes seis variables significativas jerarquizadas: origen étnico de los estudiantes, aprobación de todos los créditos y gratuidad, con una relación positiva con la retención; y preferencia, género y puntaje de la prueba de selección universitaria, con una relación negativa. Las principales recomendaciones de este estudio son, a nivel institucional, ofrecer trayectorias académicas más amplias y, a nivel estatal, hacerse responsable del financiamiento de los estudiantes.

Getting Past the Gateway: An Exploratory Case on Using Utilitarian Scientific Literacy to Support First-Year Students At-Risk of Leaving STEM

First-year students who enter college pursuing a STEM degree still face challenges persisting through the STEM pipeline (Chen, 2013; Leu, 2017). In this case study, researchers examine the impact of a utilitarian scientific literacy based academic intervention on retention of first-year students in STEM using a mixed methods approach. A sample (n = 116) of first-year students identified as at-risk of not persisting in STEM were enrolled in a for credit utilitarian scientific literacy course. Participants of the semester long course were then compared with a control group of first-year students identified as at-risk of persisting in STEM. A two-proportion z test was performed to assess the mean differences between students and participants of the course were given a survey to gauge student experiences. Quantitative results (φ 0.34, p &lt; 0.05) indicate that the utilitarian scientific literacy course had a statistically significant impact on retention among first-year students at-risk of persisting in STEM. Moreover, qualitative data obtained from participant responses describe internal and external growth as positive outcomes associated with the intervention.

Predicting First-Year College Student Retention: Validation of the College Persistence Questionnaire in a Spanish Sample

This paper analyzes the factorial and predictive validity of a Spanish adaptation of the College Persistence Questionnaire (SCPQ) on the retention of first year students (FYS) at university. The participants were 490 FYS from two public universities in Southern Europe (Spain). Factorial analysis of the SCPQ (χ2/gl = 1.66, CFI = 0.92, NNFI = 0.91, RMSEA = 0.04) showed six reliable dimensions, similar to those found in the original study: Academic Integration, Social Integration, Supportive Services Satisfaction, Academic Conscientiousness, Degree Commitment and Institutional Commitment. Logistic regression showed that institutional commitment significantly predicted FYS’ permanence. The results support SCPQ’s validity as an adequate and useful tool for assessing FYS’ academic experiences involved in student retention.

Prescriptive vs. Developmental: Academic Advising at a Historically Black University in South Carolina

Many academic support programs promote the academic success of first-year students, and research has shown the importance of effective academic advising to first-year student retention. Among the numerous approaches to academic advising, the strategy used by advisors at historically Black colleges and universities (HBCUs) remains relatively unknown. This quantitative study is based on the most prevalent academic advising approach used at a HBCU in South Carolina. A well-documented survey was administered to 77 first-year students attending this institution to measure their experiences with prescriptive and developmental advising and their satisfaction with these advising approaches. The results showed that the most prevalent advising approach was developmental advising, and students were satisfied with aspects of both strategies.

Using predictive analytics to target and improve first year student attrition

This article reports on the development and implementation of the Student Success Program, a strategic, University-wide, consistent approach to increasing the success and retention of first year students, during 2014. To this end, a centrally coordinated process integrated historic student, application, enrolment, academic performance and learning management data in a data warehouse. These data were used to build chi-squared automatic iterative detection (CHAID) decision tree models aimed at predicting each student’s risk of attrition. Predictions were made multiple times per year before peak attrition time points to allow for changes in student behaviour and availability of new data. An intervention using peer-to-peer phone-call communication targeted students with the largest predicted risks, to offer support, foster retention and enable a successful outcome in higher education. The accuracy of the chi-squared automatic iterative detection models benefited most from the inclusion of data representing first year student study behaviours.

Time-Varying Effects of Academic and Social Integration on Student Persistence for First and Second Years in College

While a myriad of studies focused on the first-year student retention, less known is what happens to students during their second year in college. Coupled with the most recent national data, this study investigated the effects of student and institutional characteristics on first- and second-year student persistence behavior. In particular, this study examined time-varying effects of certain factors, such as academic and social integration on student retention. The study data included 7,571 first-time freshman students enrolled in public and private 4-year institutions. Using multilevel logistic regression, study findings suggest that academic integration was only effective to retaining students for the first year and was ineffective to promote second-year student persistence.

Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention

Peer mentoring programs frequently are implemented on college campuses to enhance first-year college student retention; however, few studies have examined characteristics of peer mentors that are associated with more supportive mentor–mentee relationships, leaving college personnel with a limited understanding of how to improve these vital programs. Accordingly, in this prospective study, we examined whether mentors’ attachment style and self-efficacy to mentor predicted peer mentors’ ( n = 76) or mentees’ ( n = 999) ratings of mentor-provided support. Results showed that mentor self-efficacy mediated the relation between an avoidant attachment style and mentor-reported support; that is, peer mentors with a more avoidant attachment style reported lower self-efficacy to mentor and, in turn, endorsed providing lower levels of support for mentees. Mentor–mentee contact, however, was the only predictor of mentees’ ratings of mentor support. Future research should aim to extend these preliminary findings so as to inform the selection, training, and supervision of peer mentors in college settings, with the ultimate goal of enhancing first-year student retention.

How Money Helps Keep Students in College: The Relationship between Family Finances, Merit-based Aid, and Retention in Higher Education

In this paper, we leverage detailed, individual-level student data to understand the relationships between family finances, merit-based aid, and first-year student retention. With three cohorts of student data that comprise family financial status, institutional merit scholarships, and many of the other known correlates of student retention, we regress sophomore retention of first-time, full-time students on the financial variables with controls. We find that an increase in a family’s ability to contribute to educational costs improves a student’s chances of retention. Additionally, our data show that institutional financial assistance also bolsters the likelihood that students return for their sophomore year.

Advising as Servant Leadership: Investigating Student Satisfaction

Student satisfaction with advising is positively linked to first-year student retention and sophomore persistence to their senior year. However, inconsistencies in the advising literature confound conclusions about the most effective advising approach to elicit student satisfaction. Positive links between the servant leadership approach and advising behaviors have been shown, but student satisfaction remains unexamined. We investigate student satisfaction with servant leadership–based advising. Utilizing hierarchical multiple regression analysis, we found positive correlations between servant leadership and student satisfaction with advising. In particular, advisors' altruistic behaviors elicited the greatest impact on student satisfaction. Implications for practice include advancing advising pedagogy and improving advisor selection and professional development.

Words and Pictures: Back to basics for effective learning in the health sciences

Students often struggle with science content because of their lack of science vocabulary comprehension and the general bewilderment with facing lengthy segments of text without meaning. This paper reports on a two–pronged initiative to facilitate health science learning for first year degree students.Firstly, the introduction of visual diagrams into teaching practice. These diagrams summarize linkages between content and are valuable tools for visual learners and an important learning skill to develop for students new to the tertiary education environment. Secondly development of an online science vocabulary tool. Science vocabulary is often derived from Greek and Latin words, languages not familiar to the majority of our students. Knowing common suffixes, prefixes and root words can facilitate student understanding of new complex concepts. Development of a visual, interactive and quick online tool to aid students dissect and decode parts of words and help them to understand the entire word. This is particularly  beneficial for students otherwise disadvantaged, for example, students where English is not their first language and students with little or no previous science education as often the case for students undertaking the Bachelor Health Science (BHlthSci) degree. This could also help with first-year student retention as it may help students to not see science words as daunting and confusing and give them confidence in their learning. Preliminary survey results indicate a positive student response to the initiatives with the majority of students using these tools to focus their revision and incorporating them in their self-directed learning.

The First Year at University: Giving Social Capital a Sporting Chance

The first year of university has been identified as an area of interest and concern for several decades because, for many students, their first year at university is also their last. The researchers developed a program based on a Sports Education model to influence the engagement and retention of first year students. The program sought to build social capital by providing opportunities for students to connect with their peers and establish supportive social and collegial networks at university. The data highlighted a number of interesting outcomes for both the first year students and mentors. First year students reported that the program made them feel welcome on campus and helped them establish support networks. The mentors commented on the benefits of their involvement in the program. The outcomes of this project have provided clear directions for future approaches to support first year students.

First-Year Students Participation And Performance In A Financial Accounting Support Group

The academic performance and retention of first-year students are under scrutiny worldwide. In view of the emphasis on first-year success, a support group was established in a first-year module - Financial Accounting 178 - at Stellenbosch University in South Africa. The article reports on students perceptions of their participation and their pass rates within the support group. Both qualitative and quantitative data were obtained from interviews, questionnaires, and an analysis of support group pass rates. The overall conclusion from this study is that students in financial accounting perceived their participation as positive and an increase in pass rates, compared to previous results, was observed. Small-group participation, tutorial classes, and peer student assistance all appear to contribute positively to improved performance of support groups. A number of areas for possible future research were identified from the results.

The Retention Dilemma: Effectively Reaching the First-Year University Student

Student success results from positive learning environments which strive to meet the basic psychological needs of students, foster self-determined forms of motivation, and cultivate learning outcomes such as knowledge transfer, meta-cognition, and engagement. Low first-year student retention rates lead many universities to assess factors associated with student success. By surveying the needs, interests, and goals of 390 first-year students at Missouri State University, we proposed and tested a conceptual model using group differences and structural equation modeling. Results supported our general hypothesis that certain antecedents (e.g., expectations, teachers' influences) and motivational processes can lead to enhanced learning outcomes. Results suggested that autonomy supportive environments allow the basic need for perceived competence to more successfully impact self-determined forms of motivation. Suggestions are made for institutions to focus on creating positive, autonomy supportive learning environments in which to improve student satisfaction and success and therefore lead to better first-year student retention.

Examining Retention and Contingent Faculty Use in a State System of Public Higher Education

In many cases, state systems of higher education are not only challenged to address decreasing state budgets but are also asked to increase student retention and other measures of student success. The increased use of contingent faculty may help economically, but this trend may have unintended consequences. This research used logistic regression methods to examine six institutions within a public higher education system for the effects of contingent faculty use on first-year student retention. A thorough examination of other traditional variables used in retention studies is also provided. Results are reported by institutional type via Carnegie classification. Most notably, high levels of exposure to part-time faculty in the first year of college are consistently found to negatively affect student retention to the second year. These findings have implications for both policy and practice in the use of contingent faculty across institutional types.