Long-Term Persistence of Two-Year College Students. ASHE 1986 Annual Meeting Paper [electronic resource] / Ernest T. Pascarella and Others.
A causal model based on Tinto's work was employed to explain the long-term persistence/withdrawal of students who began their postsecondary education in two-year institutions. Persistence was defined as completing the bachelor's degree within a 9-year period, or actively working toward the...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1986.
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MARC
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| 100 | 1 | |a Pascarella, Ernest T. | |
| 245 | 1 | 0 | |a Long-Term Persistence of Two-Year College Students. ASHE 1986 Annual Meeting Paper |h [electronic resource] / |c Ernest T. Pascarella and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1986. | ||
| 300 | |a 48 p. | ||
| 500 | |a ERIC Document Number: ED268900. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Association for the Study of Higher Education (San Antonio, TX, February 20-23, 1986). |5 ericd. | ||
| 520 | |a A causal model based on Tinto's work was employed to explain the long-term persistence/withdrawal of students who began their postsecondary education in two-year institutions. Persistence was defined as completing the bachelor's degree within a 9-year period, or actively working toward the degree as of 1980. The model was estimated on a national sample of 825 students who initially enrolled in 85 two-year institutions in fall 1971. Although there were differences in the factors associated with persistence for men and women, the results tend to confirm the importance of person-environment fit as a salient influence on degree persistence/completion. Measures of academic and social integration had the most consistent pattern of positive direct effects, while much of the influence of student pre-college traits was indirect. That is, the student's experience of college may have an important, unique influence on persistence beyond that of differences in family background, secondary school experiences, individual attributes, and initial commitments on college entry. Subsequent institutional commitment had a significantly stronger positive influence on persistence for men than for women. Conversely, level of secondary school social involvement was significantly more important positive influence on persistence for women than for men. (Author/SW) | ||
| 650 | 1 | 7 | |a Academic Persistence. |2 ericd. |
| 650 | 1 | 7 | |a Bachelors Degrees. |2 ericd. |
| 650 | 1 | 7 | |a College Transfer Students. |2 ericd. |
| 650 | 0 | 7 | |a Longitudinal Studies. |2 ericd. |
| 650 | 0 | 7 | |a Postsecondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Predictor Variables. |2 ericd. |
| 650 | 0 | 7 | |a Sex Differences. |2 ericd. |
| 650 | 1 | 7 | |a Student Adjustment. |2 ericd. |
| 650 | 1 | 7 | |a Student Attrition. |2 ericd. |
| 650 | 0 | 7 | |a Student Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Student Experience. |2 ericd. |
| 650 | 1 | 7 | |a Two Year Colleges. |2 ericd. |
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