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Essays on theories relating to student attrition rates
Student motivation and retention
Student motivation and retention
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There has been an abundance of research on how to retain students at the university and/or college level. I collected five articles that examine variables shown to correlate to student retention in secondary institutions. These studies use common factors to determine the significance of whether they are related to college retention. Most colleges and universities focus on recruitment rather than retaining students which also poses its own set of challenges. According to Tinto (1993) over 40% of the first-time college students drop out before the beginning of their second year. Retention is very important for universities and colleges for financial stability. Not only that, as noted by Fike (2008), the federal Higher Education Act may use graduation rates as a measure of institutional effectiveness. Retention is also very important to the students who want to have a positive college experience and who can achieve their goals and become successful members of society.
Thus the reason for research in determining what factors contribute to high attrition rates at the post-secondary level as well as developing intervention programs that can identify students who may be at-risk of dropping out. Hsieh's (2007) examined student motivation towards learning which hypothesized that two factors can influence a student's possibility of dropping out: self efficacy and goal orientation. While this study focuses on these factors, Alarcon (2013) states that previous theories are limited because they neglect trait aspects of retention. He suggests that there are two traits to consider: ability and motivation with special attention as to how they are assessed. To assess these, Alarcon used standardized tests as a measure of ability and c...
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...rmining student retention. Although it may seem like an area that can be determined easily, research proves that it is not. Once a person begins to read through the abundance of published research studies, it can be overwhelming. To make the best use of these studies, it is important to be as specific as possible when researching these topics. For example, as mentioned earlier, there are significant differences in factors to consider when determining retention rates in community college students and retention rates of university students. These specific issues must be acknowledged and addressed when determining how to retain students. With so much information available so easily, I have only scratched the surface of studies on student retention but I now have a better idea of where to begin my research, how to conduct it, and how to present my findings.
Coming to college as an adult, we have many expectations and preconceptions of what college will or will not be. The expectations we have can influence our college life for the better or the worse. My experience since starting college has been an interesting one. People have misconceptions about college because they do not know what to expect. After doing some research, I have concluded that there are three major factors that are often misunderstood about college life. The first is the financial aspect of college. Second, is the relationship between the professors and students. Third is time management. These three factors play an important role in why people are afraid to go down the path to college.
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: Volume 2, a third
In “Choosing Success in College and Life”, Carol Kanar exposes students to the foundational skills that they will need to develop in order to be successful in the college setting. Effective interpersonal skills and understanding that people are the biggest resource can be two of the biggest factors in how a student assimilates to campus life. Students can be intimidated by all of the offices and professional titles that surround them when entering this new surrounding. It is important that students understand that their desire to succeed is met by college professionals’ mutual desire to see the same. The blueprint for this success should first begin with the students’ inner belief in themselves. Second, the student should familiarize themselves with all that the college has to offer by way of various supportive offices, support groups, and clubs. Finally, the students should begin to set scholastic, life, and financial goals for themselves.
There is a shocking dropout rate among college freshmen due to persecution by professors and if the condition persists, America’s economy will be dangerously destabilized. Understanding that the future of the nation is dependent on the upcoming youth for leaders, colleges should want to provide educational opportunities that will insure steady economic growth and prosperity. Unfortunately, research provides evidence to the contrary. Research confirms that one out of every four freshmen drop out immediately after or during their first year in college (Whitborne 26). Some studies declare it is higher than that, probably as high as an appalling 50% in some institutions. These dropouts are not only goof-off, indifferent, and partying students; they are the academically serious students as well (Stephens et al. 5). With this in mind, many researchers are sounding an alarm that too many capable college freshmen are dropping out during their first year at college. Every parent, citizen, lawmaker, and educational institution should be concerned with this information. The antiquated culture of discouragement, in colleges and universities, contributes to the unprecedented dropout rate of capable college freshmen.
While overall college enrollment and graduation rates have risen for all minority groups, there continues to be concerns for this segment of the population, particularly for African American students. Even though there have been significant increases in enrollment and graduation figures over the past several decades, issues concerning retention persist. About 30 percent of African Americans who enroll in college drop out prior to degree completion (Rye, 2009). This is further documented by Museus (2011) who reports that less than one-half of minority students who begin college at a 4-year institution achieve a degree within 6 years. This is significant since college retention has been linked with both self-efficacy and future academic success (Brittain, Sy, & Stokes, 2009).
difference? Examining the effects of early versus later retention.” School psychology review35(1), 134-141. Retrieved from: http://web.ebscohost.com.ezpoxy.cu-portland.edu/ehost/delivery?sid
Tracy-Mumford, F. et al. Student Retention: Creating Student Success. Washington, DC: National Adult Education Professional Development Consortium, 1994. (ED 375 299)
Holding a student back a grade has a host of negative affects on the student’s life. Most serious, is the chance of dropping out of high school, massively increases when a child is retained. A study by Melissa Roderick in 1994 shows how retention influences dropout rates. The percentage of students who were retained once in kindergarden to eighth grade was about 21% and of those ...
Tinto’s original theory involved five specific factors that contributed to student retention: (1) a student’s pre-entry attributes (prior schooling and family background); (2) goals and commitment (the student’s individual aspirations in the institution); (3) experience at the institution (academics and faculty and peer interactions); (4) external commitments while at the institution; (5) integration both academically and socially (Metz 4).
...ion and success. While much has been researched, the journey has only just begun. Very briefly I have highlighted a topic that has been and still could be researched with hundreds of different auxiliary issues stemming from it. Delving further into what student life departments do for student retention and success and their role in this process is a very important piece of this ever expanding puzzle. There is not a lot of literature or research on the topic right now and while this specific question is still a very broad topic, it can easily be narrowed down and sectioned off for more specific goals and research. What we need but do not have a whole lot of yet is a body of research that delves into the nature of institutional practices when it comes to student life departments, their theories and practices and the impact they have on student success and retention.
Shoup, Rick. Kinzie, Julian. “Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence.” Journal of Higher Education. Sep/Oct2008, Vol. 79 Issue 5, p540-563. Web. 29 April 2014.
Retention issues is an aspect that plagues many colleges and universities today. Despite all the incredible advantages that come along with having an associate’s degree or bachelor’s degree, but retention rates remain high. As provost of the college, it is time to redesign and incorporate at least two retention programs.
Azzam, Amy M. "Why Students Drop Out." Educational Leadership 64.7 (2007): 91. MAS Ultra - School Edition. Web. 7 Feb. 2014.
In conclusion, many factors determine the success a student has at the collegiate level. However, students are dropping out of college because they will likely run into a casual chain of events that give them every reason in the world to dropout. Starting with the wrong choice of college and relying on their families, then, leading to stressful financial situations and lack of support from the school; It can be even worse for first generation students to deal with. Finally, if those factors have not caught up to a student, then the lack of course material that interest a student may be the final
Education is the key to success and there are multiple ways to boost a student’s confidence while attending high school to enhance a better future for his/herself. It is our job as parents and faculty to keep the students engaged and aware of the repercussions of dropping out and to do everything in our power to keep the students productive and interactive to ensure a bright