Parental, Residential, and Self-Belief Factors Influencing Academic Persistence Decisions of College Freshmen

Autor/inn/en	Walsh, Kelsey J.; Robinson Kurpius, Sharon E.
Titel	Parental, Residential, and Self-Belief Factors Influencing Academic Persistence Decisions of College Freshmen
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 18 (2016) 1, S.49-67 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025115579672
Schlagwörter	College Freshmen; Academic Persistence; Parent Influence; Beliefs; Educational Attainment; Parent Background; Grade Point Average; High School Students; Place of Residence; Value Judgment; Self Esteem; Regression (Statistics); On Campus Students; Commuting Students; Self Efficacy; Hypothesis Testing; Self Concept Measures; Statistical Analysis; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Studienanfänger; Belief; Glaube; Bildungsabschluss; Bildungsgut; Elternhaus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wohnort; Werturteil; Self-esteem; Selbstaufmerksamkeit; Regression; Regressionsanalyse; Pendler; Self-efficacy; Selbstwirksamkeit; Hypothesenprüfung; Hypothesentest; Statistische Analyse
Abstract	Based on Tinto's model of academic persistence, this study explored background and personal factors that theoretically impact the academic persistence decisions of college freshmen. The factors studied were (a) parental educational attainment, (b) parental valuing of education, (c) high school grade point average, (d) residential status (on- vs. off-campus), (e) personal valuing of education, (f) perceived academic preparation, (g) academic self-expectancy, (h) educational self-efficacy, and (i) self-esteem. The study sample consisted of 378 (135 male and 243 female) freshmen who were 18 and 19 years old. Hierarchical regression analyses revealed that more positive academic persistence decisions were predicted by residential status (living on-campus) and self-beliefs, specifically greater educational self-efficacy, self-esteem, and personal valuing of education. These findings suggest that researchers, counselors, and college policy makers consider residential status as well as students' beliefs about themselves when making decisions related to increasing retention of college freshmen. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01