How we keep them here: A mixed-method examination of an integrated model of college student retention and the learning community experience
Abstract
This study tests an integrated model of college student retention that is a synthesis of two well supported models in the existing college retention and motivation literature. Specifically, it integrates Tinto’s (1975, 1997) model of college student departure and Eccles, Wigfield and their and their colleagues’ (Eccles, Adler, Futterman, Goff, Kaczala, Meece, & Midgley, 1983; Wigfield & Eccles, 1992) expectancy value theory. Additionally, the study examines, from a qualitative phenomenological perspective, what the learning community experience is, as defined by students who participated in the program, and how that experience informs the integrated model. Finally, this research examines if there are any differences between the learning community participants and other freshmen students who did not participate in the learning communities on the variables of interest within the model. Surveys were administered to 543 new freshmen students at the beginning and end of their first semester to measure the variables of interest in the integrated model. Also, 14 students were purposefully sampled, based upon their time 1 and time 2 scores on the instruments, to be interviewed for the qualitative portion of the research. Initial fit of the model to the data was not good. Qualitative results provided an alternative model for testing that demonstrated good fit to the data. Furthermore, the qualitative results indicated that the participants defined their experience primarily in terms of their peer interactions. However, learning community participants and non-participating freshmen students did not show any differences in the key constructs within the model. Implications for the broader theory of college student retention and for administrators of retention enhancing programs such as learning communities are discussed in the concluding chapter.
Degree
Ph.D.
Advisors
Patrick, Purdue University.
Subject Area
Educational psychology
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