Persistence Intentions Research Articles

Drivers of green persistence intentions in an authentic green brand, moderating role of green self-efficacy

Drivers of green persistence intentions in an authentic green brand, moderating role of green self-efficacy

Differences in Academic Persistence Intentions among STEM Undergraduates in South Korea: Analysis of Related and Influencing Factors

Differences in Academic Persistence Intentions among STEM Undergraduates in South Korea: Analysis of Related and Influencing Factors

Undergraduate Latina/o/x motivation and STEM persistence intentions: Moderating influences of community cultural wealth.

Undergraduate Latina/o/x motivation and STEM persistence intentions: Moderating influences of community cultural wealth.

The Effects of Growth Mindset on Self-Efficacy and Persistence Intention among Dance Majors

The Effects of Growth Mindset on Self-Efficacy and Persistence Intention among Dance Majors

Study of Residents’ Ongoing Behavioural Intentions for Regular Bus Travel

With the emergence of novel transportation trends, regular buses have experienced a significant decline in passenger numbers. Consequently, it becomes imperative to conduct studies on passengers’ intentions. This particular investigation employed a meticulously designed survey questionnaire to gather data, and developed a new model that integrates the theory of planned behaviour, technology acceptance model and expectation confirmation theory. The primary aim was to explore the key factors that influence residents’ ongoing behavioural intentions towards regular public bus travel. Furthermore, a gender-based multi-group analysis was conducted to investigate the impact mechanism of gender differences on ongoing behavioural intentions. The new model demonstrates various degrees of positive or negative influences among the variables, thereby confirming its universal applicability. Moreover, the multi-group analysis reveals that compared to gender, travel satisfaction has a stronger impact on women’s intentions, while travel attitude has a stronger impact on men’s intentions to travel by certain mean of transport. Simultaneously, perceived behavioural control does not significantly affect persistent intention for women but has a significant positive impact on persistent intention for men. Furthermore, perceived ease of use does not significantly impact perceived usefulness for women but has a significant positive effect on perceived usefulness for men. These research findings bear great significance in promoting environmentally-friendly travel practices.

Retaining Black Women in Computing: A Comparative Analysis of Interventions for Computing Persistence

Black women remain severely underrepresented in computing despite ongoing efforts to diversify the field. Given that Black women exist at the intersection of both racial and gendered identities, tailored approaches are necessary to address the unique barriers Black women face in computing. However, it is difficult to quantitatively evaluate the efficacy of interventions designed to retain Black women in computing, since samples of computing students typically contain too few Black women for robust statistical analysis. Using about a decade of student survey responses from an National Science Foundation–funded Broadening Participation in Computing alliance, we use regression analyses to quantitatively examine the connection between different types of interventions and Black women’s intentions to persist in computing and how this compares to other students (specifically, Black men, white women, and white men). This comparison allows us to quantitatively explore how Black women’s needs are both distinct from—and similar to—other students. We find that career awareness and faculty mentorship are the two interventions that have a statistically significant, positive correlation with Black women’s computing persistence intentions. No evidence was found that increasing confidence or developing skills/knowledge was correlated with Black women’s computing persistence intentions, which we posit is because Black women must be highly committed and confident to pursue computing in college. Last, our results suggest that many efforts to increase the number of women in computing are focused on meeting the needs of white women. While further analyses are needed to fully understand the impact of complex intersectional identities in computing, this large-scale quantitative analysis contributes to our understanding of the nuances of Black women’s needs in computing.

Effect of Servicescape in Hair Shop on Relationship Persistence Intention

This study investigates the components of the service landscape, the physical environment of a hair shop, to determine whether these components affect relationship continuance intention and to suggest ways to improve the quality of hair shop services and strengthen the competitiveness of customized services. The data were analyzed using SPSS Statistics 27.0 program with 541 questionnaires, and all empirical analyses were verified at the 5% significance level. As a result of analyzing whether there are differences in the service landscape according to the usage status of hair shops, the main services received at hair shops showed significant differences in aesthetics and newness, and scalp and hair care was the highest in both factors. When it comes to the reasons for choosing a hair shop, good atmosphere and facilities were higher for aesthetics and newness, and good technology was higher for convenience. The reason for using a hair shop was higher for stress relief than for aesthetics, indicating that consumers are more likely to visit a shop with good facilities and a good atmosphere for scalp and hair health, personal relaxation, and stress relief than for simple hairstyling.

전문대학 신입생의 교수지지, 학업적 자기효능감, 학습몰입 및 전공만족과 학업지속의향 간의 구조적 관계

The purpose of this study was to identify the structural relationship between professor's support, academic self-efficacy, learning engagement, major satisfaction and academic persistence intention of junior college freshmen. The survey instruments used were those developed in previous studies, with confirmed reliability and validity, and 476 questionnaires were used for analysis. Data analysis included reliability analysis, descriptive statistics analysis, correlation analysis, normality analysis, and multicollinearity analysis using IBM SPSS 23.0. Confirmatory factor analysis and structural equation modeling were conducted using Mplus 7.0. 
 The results of this study are as follows. First, an appropriate structural relationship model was reasonably identified between professor's support, academic self-efficacy, learning engagement, major satisfaction and academic persistence intention of junior college freshmen. Second, according to the analysis of direct effects, professor's support had a significant positive influence on academic self-efficacy, learning engagement, and major satisfaction, but showed a negative effect on academic persistence intention. Academic self-efficacy had a significant positive effect on learning engagement, and learning engagement had significant positive effects on major satisfaction and academic persistence intention. Major satisfaction had a significant positive effect on academic persistence intention. Third, The analysis of indirect effects through mediation revealed that learning engagement, and major satisfaction mediated the relationship between professor's support and academic persistence intention, respectively. Learning engagement mediated the relationship between academic self-efficacy and academic persistence intention, while major satisfaction mediated the relationship between learning engagement and academic persistence intention. Furthermore, it was found that academic self-efficacy and learning engagement acted as dual mediators between professor's support and academic persistence intention, and learning engagement and major satisfaction acted as dual mediators between professor's support and academic persistence intention as well as between academic self-efficacy and academic persistence intention. Finally, Academic self-efficacy, learning engagement, and major satisfaction acted as triple mediators between professor's support and academic persistence intention. Based on these results, the implications and recommendations for academic persistence intention of junior college freshmen were discussed.

STEM Students’ Academic Well-Being at University before and during Later Stages of the COVID-19 Pandemic: A Cross-Sectional Cohort and Longitudinal Study

This paper offers an indepth analysis of the impact of the COVID-19 pandemic on STEM students’ academic well-being beyond the initial stages of the pandemic. We draw upon a unique self-collected cross-sectional cohort dataset (n = 990, prepandemic and pandemic first-year STEM students) and longitudinal dataset (n = 170, students who started their studies pre-pandemic and are in their second year during the pandemic). Study 1 revealed that STEM students’ academic well-being during the COVID-19 pandemic was lower than before its onset, as shown when comparing a pre-pandemic and pandemic cohort of first-year students and from analyzing first-year students’ changes in academic well-being over time (i.e., lower academic satisfaction, belonging, efficacy and persistence intentions). Study 2 showed that especially COVID-19-related worries regarding academic enjoyment and study progress were related to STEM students’ decreased academic well-being, both for first and second-year students. Study 3 demonstrated that both peer support and faculty support contributed to higher academic well-being among first and second-year STEM students during the pandemic. These findings benefit policymakers and higher education institutions as they provide insight in how to safeguard sustainable academic well-being for STEM students in times of crisis or challenge.

The influence of self-quantification on individual’s participation performance and behavioral decision-making in physical fitness activities

As individuals are involved in self-quantification, increasing fields are applying self-quantification with technical support, and a clear understanding of the influencing mechanism and effect boundary of self-quantification is indispensable. Focusing on the field of physical fitness, under different goal settings, the influencing mechanisms of self-quantification on an individual’s participation performance (outcome, experience, persistence intention) and behavioral decision-making (category selection, novelty-seeking) are analyzed and confirmed. The results show that when there is no goal, self-quantification will enhance outcome salience, thus enhancing the individual’s participation outcome and selection for highly healthy categories; self-quantification will reduce perceived enjoyment, thus damaging participation experience and novelty-seeking, but does not affect the persistence intention. When there is a goal, self-quantification will enhance perceived certainty, thus reducing the individual’s participation outcome and selection for highly healthy categories; self-quantification will enhance perceived enjoyment, thus improving the participation experience, persistence intention, and novelty-seeking. Compared to descriptive analysis of phenomena, through laboratory and field experiments, this research confirms the influencing mechanism and effect boundary of self-quantification on an individual’s activity participation performance in real situations. This provides a theoretical basis for understanding the targeted behavioral decision-making patterns of individuals in different types of self-quantification activities.

Influencing factors of Chinese EFL students' continuance learning intention in SPOC-based blended learning environment.

The online and offline blended learning mode based on SPOC has gradually become a popular teaching mode in higher institutions due to COVID-19 pandemic. However, students of English as a Foreign Language (EFL) in SPOC-based blended learning environments continue facing problems of low participation and persistent intention. In order to explore the influencing factors of EFL students' continuance intentions to learn under the SPOC blended learning environment, this study recruits 48 EFL students from three higher vocational colleges based on the grounded theory. Through the triple coding method of open, axis, and selective coding based on the grounded theory and the used of software Nvivo to conduct a triple coding analysis of the text data obtained from the in-depth interviews and focus group interviews, a theoretical model of the influencing factors of EFL students' continuous learning intention (pre-influencing factors, external situational factors, and continuance intention) is proposed. Besides, a systematic framework based on stakeholders response to improve EFL students' continuance learning intentions in SPOC-based blended learning environments is constructed accordingly. This study can provide reference for basic theory and variable selection for subsequent research on the influencing factors of EFL students' continuance learning intentions in China and elsewhere.

Engineering Ableism: The Exclusion and Devaluation of Engineering Students and Professionals with Physical Disabilities and Chronic and Mental Illness.

The experiences of students and professionals with disabilities are routinely excluded from scholarly and policy debates about equity in engineering. Emergent research suggests that engineering is particularly ableist, yet systematic accounts of the possible exclusion and devaluation faced by engineers with disabilities are largely missing. This paper asks, do engineers with disabilities have more negative interpersonal experiences in engineering classrooms and workplaces than those without disabilities? Utilizing a social relational model of disability, I hypothesize that engineers with physical disabilities and chronic and mental illness are more likely to experience exclusion and professional devaluation than their peers and, partly as a result, have lower persistence intentions. The paper uses survey data from 1,729 students enrolled in eight US engineering programs (ASEE Diversity and Inclusion Survey) and 8,321 US-employed engineers (STEM Inclusion Study Survey). Analyses use regression, mediation, and intersectional approaches. Consistent with expectations, engineering students and professionals with disabilities are less likely than their peers to experience social inclusion and professional respect at school and work. Students with disabilities are more likely to intend to leave their engineering programs and professionals with disabilities are more likely to have thought about leaving their engineering jobs compared to peers, and their greater risks of encountering interpersonal bias help account for these differences. Analyses also reveal intersectional variation by gender and race/ethnicity. These results suggest that engineering harbors widespread ableism across education and work. The findings demand more scholarly attention to the social, cultural, and physical barriers that block people with disabilities from full and equal participation in engineering.

The Effect of Airline Relationship Immersion on Brand Attachment and Relationship Persistence Intention in Korea – Focused on the Frequent Flyer Programs

The core of marketing strategies in the service industry is to increase customer retention rates as much as possible by increasing customer loyalty. In particular, due to the own nature of the aviation industry which is sensitive to external factors of the rapidly changing world, one of the important strategic goals to occupy a firm competitive advantage is securing regular customers such as "Loyal Customer." The purpose of this study is to find out not only the price competitiveness of airlines but also the influence among relationship commitment, brand attachment, and relationship persistence intention in order to survive the fierce competition in the airline industry. Based on that, it is intended to develop strategies that can be used to maintain existing customers and attract new customers to find ways to be more competitive for each airline. The questionnaire consisted of four factors: Frequent flyer programs, relationship immersion, brand attachment, and relationship persistence intention and the survey subjects were passengers using airlines. Statistical processing of the collected data was analyzed using the SPSS v. 25.0 statistical package program. It was found that the relationship immersion according to the frequent flyer programs affected both the love dimension and the solidarity dimension factors of brand attachment. In addition, it was found that both emotional immersion and computational immersion, which are sub-factors of relationship immersion, had a significant effect on relationship persistence intention. The detailed factors of the frequent flyer programs to improve the relationship immersion of airlines were identified and the factors affecting the relationship persistence intention were identified. Also, it was confirmed that relationship immersion was an essential factor to increase brand attachment and relationship persistence intention of customers to the airlines. Through this, this study would contribute to play a big role in developing strategies that can be used to maintain existing customers and attract new customers, and presenting a framework for utilizing existing customer relationship marketing. Key Words: Relationship immersion, relationship commitment, Brand attachment, relationship persistence intention, frequent flyer programs, emotional immersion, computational immersion

사이버대학생의 마인드셋, 그릿과 학업지속의도간의 관계

이 연구는 사이버대학생을 대상으로 성장 마인드셋, 그릿과 학업지속의도 간의 관계를 살펴보고 사이버대 학생들의 학업지속의도를 높이는 방안을 모색하는데 있다. 이를 위해서 본 연구는 S사이버대학교에 재학중인 113명을 대상으로 설문조사를 실시하였다. 그리고 각 변인간의 관계와 매개효과에 대해서 검증하였다. 본 연구의 결과는 다음과 같다. 첫째, 성장 마인드셋은 그릿 끈기(노력지속)에 유의한 영향을 미쳤다. 둘째, 그릿 끈기(노력지속)은 학업지속의도에 유의한 영향을 미쳤다. 셋째, 그릿은 성장 마인드셋과 학업지속의도와의 관계를 매개하는 것으로 나타났다. 본 연구의 결과를 통해 성인학습자들이 사이버대학에서 학업지속을 위해서는 성장 마인드셋과 그릿이 중요함을 발견하였다. 그릿이 학업지속의도를 높여주는 매개변인임을 확인하였다. 특히 그릿을 두 요인으로 나누어 살펴보았을 때 성장 마인셋과 그릿, 그리고 그릿과 학업지속의도 간에 그릿 열정(흥미유지)보다는 그릿 끈기(노력지속)만이 유의한 영향을 보인다는 것이다. 본 연구 결과를 바탕으로 사이버대학생들의 학업지속의도를 높이기 위한 방안을 모색할 수 있을 것으로 기대된다. 끝으로 본 연구 결과의 한계점과 향후 연구에 대한 제언을 하였다.

Students' persistence intention in MOOCs in the psychomotor domain: An extended 3P model of the teaching and learning perspective.

This study proposed and tested a model adapted from Biggs' 3P model that quantifies the behaviors of students who completed MOOCs (Massive Open Online Courses) in order to design intervention measures for low retention rates. Psychomotor domain data from 300 MOOC learners was analyzed in a covariance-based structural equation model (CB-SEM) to analyze the direct and indirect effects of various factors. Results show the basic psychological needs theory (BPNT) in the presage stage significantly positively correlated with engagement in the process stage. Meanwhile, the process stage exhibited a significantly positive correlation with the product stage, representing persistence intention (PI). Furthermore, a full mediation effect was observed among the presage, process, and product stages. The mediating effect demonstrates that higher student engagement leads to more positive exertion on BNPT and PI to complete the course. Moreover, results show bolstering students' behavioral, emotional, and cognitive engagement strengthens their PIs.

Motivation, College Integration, and Intentions to Persist Among First-Generation College Students: A Latent Class Approach

The current study investigated the relationship between motivation to attend college, college integration, and persistence intentions among first-generation college students (FGCS). Participants consisted of 414 FGCS from two 4-year institutions in the mountain and southwestern regions of the United States. Through latent class analysis, this study 1) examined first-generation college students’ motivation profiles as characterized by intrinsic and extrinsic motivation, 2) described the characteristics of individuals in each motivation profile by examining the differences in personal characteristics across latent classes, and 3) examined the association between the outcome variables (i.e., college integration, commitment, and persistence intentions) and latent class membership. Three distinct profiles of college motivation among FGCS were observed, suggesting heterogeneous motivation orientations exist among the FGCS population. Students in the High Motivation group showed the most desirable outcomes among the three groups. Implications for career development theory, practice, and research are discussed.

온라인 수업에서 학습몰입과 수업유용성이 학습지속의향 및 수업만족도에 미치는 영향

Objectives The purpose of this study is to explore the relationship between variables and the difference of learning flow, lecture usefulness, learning persistence intention and lecture satisfaction depending on online lecture types. And it is to analyze the effect of learning flow and lecture usefulness on learning persistence intention and lecture satisfaction.
 Methods An online survey was conducted and data were collected from 279 students in an C college located in Chungnam. Results from descriptive statistic, t-test, correlation and regression analysis are as follows.
 Results First, the comparisons of mean differences indicated that real-time video lecture had higher scores on learning flow and lecture usefulness, lecture satisfaction than video recorded lecture. And there are no significant difference of learning persistence intention depending on online lecture types. Second, in case of real-time video lecture, learning flow correlated positively with lecture usefulness, lecture satisfaction. Also in case of video recorded lecture, learning flow correlated positively with lecture usefulness, lecture satisfaction. Third, as a result of regression analysis, the factors affecting learning persistence intention were lecture usefulness and cognitive flow in the case of real-time video lecture. And it was lecture usefulness in the case of video recorded lecture. The factors affecting lecture satisfaction were cognitive flow and emotional flow in the case of real-time video lecture. And they were lecture usefulness, emotional flow and behavioral flow in the case of video recorded lecture.
 Conclusions For effective online classes for college students, it is necessary to design a teaching that identifies the characteristics and differences of each online lecture type and increases learning flow and lecture usefulness.

A quantitative study on the persistence intention of Physics undergraduate students from a Brazilian public university based on Vincent Tinto’s Persistence Motivation Model

Os cursos de graduação em Física estão entre os que apresentam maiores índices de evasão nas universidades brasileiras. Para combater esse problema, é necessário um entendimento profundo das causas que levam os estudantes a evadirem ou persistirem em seus cursos. Apesar de serem conduzidas pesquisas empíricas nesse sentido, a validação de um modelo teórico que explique a evasão e a persistência estudantil no contexto brasileiro é um desafio atual para pesquisadores da área. Neste artigo, avaliamos a adequação do Modelo da Motivação da Persistência, desenvolvido por Vincent Tinto, para representar o cenário de um curso de licenciatura em Física de uma universidade pública brasileira. Para isso, desenvolvemos um estudo quantitativo a partir de dados coletados com um questionário respondido por 168 estudantes do curso. O questionário conta com assertivas relacionadas aos construtos preditores da persistência estudantil segundo o modelo do Tinto (crenças de autoeficácia, senso de pertencimento e percepção de relevância curricular) e à intenção autodeclarada de persistência. Foram identificadas correlações estatisticamente significativas entre todos os construtos, corroborando a teorização proposta por Tinto. O modelo de regressão linear construído foi capaz de predizer 37% da variância da intenção de persistência. Isso indica que o modelo representa parcialmente o cenário investigado. Novas pesquisas para identificar outros fatores que influenciam na persistência estudantil no contexto investigado precisam ser conduzidas.

Students’ intention on post COVID19 continuance of e-learning

Traditional teaching methods have changed as a result of COVID-19's prominence. For many teachers, the lack of traditional face-to-face training was effectively made up for by online learning. Under emergency management, online learning may support students and schools while also generating special opportunities. In reaction to the epidemic, educational institutions from many nations have introduced extensive online course options. Online education during a pandemic is distinct from regular online education. An investigation on emergency management-related educational reform can be done by surveying students in higher education institutions University students were polled to discover more about their intentions to keep learning online despite the outbreak. Using the task-technology fit model, expectation confirmation theory was broadened to examine if the technical support for promoting online learning assisted students in completing course learning assignments while pandemic was going on and led to a persistent intention to take use of E-learning in the nearby future. When creating eLearning platforms, governments must exercise caution because students' intentions to continue their e-learning may change as a result of unanticipated crises like COVID-19. Through the use of online surveys, data were gathered. The research hypotheses were validated with partial least squares method and structural equation modelling on a total of 513 valid replies. The findings showed that continuing intention was substantially explained by the entire research design. After the COVID-19 pandemic, specific recommendations are made regarding how higher education institutions may support online learning strategies.

A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color

AbstractWomen from racially/ethnically minoritized communities remain significantly underrepresented at all levels of education in STEM. The pervasive white and heteronormative culture of the STEM environment has contributed to Women of Color feeling isolated, hyper‐visible, and invisible as they contend with racism, sexism, and gendered racial microaggressions. Scholars have found that counterspaces are key sites to support the persistence of Women of Color in STEM and ameliorate the negative psychological effects of navigating oppressive STEM milieus. Missing from the current literature is research on how counterspaces contribute to Women of Color's STEM persistence. This study sought to fill this gap in the literature by understanding the experiences of undergraduate Women of Color in the I CAN PERSIST STEM initiative, a multigenerational counterspace designed to support the holistic persistence of Women of Color in STEM. Steeped in the theoretical conceptualization of counterspaces, and using a case study methodological approach, we found that the multigenerational counter‐storytelling and support from Women of Color in STEM, as well as the embodiment of holistic wellness, and justice‐focused mentor‐teaching supported STEM persistence intentions among undergraduate Women of Color in the sample. Furthermore, participants described being able to reconcile their STEM identities with their need to be active in addressing and mitigating the inequities in their communities, while also prioritizing their well‐being and rejecting the STEM culture of overwork and burnout.