The Hunger Factor in Student Retention: An Analysis of Motivation. AIR 1997 Annual Forum Paper.

Autor/in	Allen, David
Titel	The Hunger Factor in Student Retention: An Analysis of Motivation. AIR 1997 Annual Forum Paper.
Quelle	(1997), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Persistence; College Attendance; College Freshmen; College Students; Dropout Research; Grade Point Average; High Risk Students; Higher Education; Minority Groups; Models; School Holding Power; Student College Relationship; Student Motivation; Teacher Student Relationship; Withdrawal (Education) + Suchen Sie Ihr Suchwort? College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Studienanfänger; Collegestudent; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Analogiemodell; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Kursabbruch
Abstract	This study examined the impact of precollege variables and three motivational factors on retention and grades of 581 high risk college freshmen. The precollege variables were gender, ethnicity, parental education, financial aid status, and high school rank. The motivational factors were identified from the Noel-Levitz College Student Inventory (CSI) and included: (1) desire to finish college, (2) impression of the institution, and (3) family emotional support. The study tracked for one year the persistence and grade point average of 581 Fall, 1994 first-time, full-time freshmen who were deemed to be at risk of dropping out. The study found the hypothesized causal model was valid in explaining student motivational factors of both minorities and nonminorities in relation to both academic performance and persistence. With respect to the three motivational constructs, the model explained as much variance among minorities as it did among nonminorities. The model accounted for 51 percent of the variance in minority student persistence and 45 percent in nonminority student persistence. Tables provide details of the variables, factor analysis, statistical correlations, and variance. (Contains 20 references.) (JLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC