ERIC Number: EJ1096224
Record Type: Journal
Publication Date: 2016-May
Abstractor: As Provided
Parental, Residential, and Self-Belief Factors Influencing Academic Persistence Decisions of College Freshmen
Walsh, Kelsey J.; Robinson Kurpius, Sharon E.
Journal of College Student Retention: Research, Theory & Practice, v18 n1 p49-67 May 2016
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Rosenberg Self Esteem Scale