Intention to Persist and Retention of First-Year Students: The Importance of Motivation and Sense of Belonging

Autor/inn/en	Morrow, Jennifer Ann; Ackermann, Margot E.
Titel	Intention to Persist and Retention of First-Year Students: The Importance of Motivation and Sense of Belonging
Quelle	In: College Student Journal, 46 (2012) 3, S.483-491 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	Intention; College Freshmen; Academic Persistence; Student Adjustment; Student School Relationship; Student Attitudes; Prediction; Student Motivation + Suchen Sie Ihr Suchwort? Studienanfänger; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schüler-Lehrer-Beziehung; Schülerverhalten; Vorhersage; Schulische Motivation
Abstract	At public Ph.D. granting institutions in the United States, approximately 22% of first-year college students do not return for their sophomore year (ACT, 2011). It was hypothesized that higher levels of sense of belonging would be related to self-reported intention to persist as well as actual second-year retention. It was expected that higher levels of positive motivational attitudes would be related to intention to persist and second-year retention. When sense of belonging and motivational attitudes were included in the same prediction model, sense of belonging was no longer significantly related to intention to persist or second-year retention. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10