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ERIC Number: ED520179
Record Type: Non-Journal
Publication Date: 2010
Pages: 174
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-8812-9
ISSN: N/A
Modeling the Effects of Academic and Social Integration on College Student Success: A Systematic Review
Pan, Yi-Jiun
ProQuest LLC, Ph.D. Dissertation, University of Louisville
For the past several decades, factors leading to success in postsecondary education have been a target of investigation by psychologists and psychological and educational researchers. Tinto's integration theory (1975, 1987, 1993) is a dominant sociological perspective in studying college student success, especially student persistence. Academic integration and social integration are the two core concepts in his theoretical framework. According to this framework, the better students academically and socially integrate into college systems, the more likely they experience success in college. The main purpose of this study was to examine the effect of academic integration and social integration on college student success by employing systematic review and meta-analysis techniques. The results indicated that academic integration and social integration have a positive relationship with each other and with college student commitment and success. Compared to academic integration and social integration, commitment has a larger relationship with college student success however. The conceptualization of commitment in the studies is the moderator of effects such that measures of institutional commitment yielded larger effects than did measures of goal commitment. As for the student success behaviors, academic integration and social integration have larger effects on student persistence than student academic performance. In general, Tinto's theory could be applied equally to students in both two year and four year institutions. However, the relationships were stronger in two year than in four year institution, although only statistically significantly so for two of the six tested paths. The patterns of influences were somewhat different between two-year and four-year institutions. The results of this review could help student affairs practitioners to identify which components of Tinto's theory are more important and focus their resources on the target programs. Further, the somewhat different results of two-year and four-year institutions remind student affairs to understand their student populations when they create programs and policies to support student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A