A Modified Model of College Student Persistence: Exploring the Relationship Between Astin's Theory of Involvement and Tinto's Theory of Student Departure

Jeffrey F. Milem · Joseph B. Berger

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Higher Education Research Studies Higher Education Practises and Engagement Evasion and Academic Success Factors

Abstract

This study provides insight into 1st-year undergraduate persistence by using behavioral measures, based on Astin's theory of involvement, to further our understanding of Tinto's theory of student departure. The findings from this study support using an integrated model in which student behaviors and perceptions interact to influence the development of academic and social integration.

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2011Socio-Academic Integrative Moments: Rethinking Academic and Social Integration Among Two-Year College Students in Career-Related Programs 2009Sense of Belonging and Persistence in White and African American First-Year Students 2010Student engagement evidence summary 2011A Conceptual Model of Academic Success for Student–Athletes 2004Gender Differences in Student Engagement Among African American Undergraduates at Historically Black Colleges and Universities 2011Institutional Characteristics and College Student Dropout Risks: A Multilevel Event History Analysis 1999The relationship of student‐faculty out‐of‐class communication to instructor immediacy and trust and to student motivation 2004An Examination of the Influence of Institutional Context on Student Persistence at 4-Year Colleges and Universities: A Multilevel Approach

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