An Intervention-Based Model of Student Retention in Adult Learners: Factors Predicting Intention to Consider Leaving or Staying

Autor/in	Mooshegian, Stephanie E.
Titel	An Intervention-Based Model of Student Retention in Adult Learners: Factors Predicting Intention to Consider Leaving or Staying
Quelle	(2010), (116 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-2390-6
Schlagwörter	Hochschulschrift; Dissertation; Feedback (Response); Intervention; Structural Equation Models; Methods; School Holding Power; Teaching Methods; Adult Basic Education; Adult Learning; Adult Students; Data Analysis; Educational Environment; Task Analysis; Industrial Psychology; Educational Psychology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Method; Methode; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Auswertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Aufgabenanalyse; Betriebspsychologie; Industriepsychologie; Erziehungspsychologie; Pädagogische Psychologie
Abstract	The current study merges theory and research in higher education and organizational psychology in order to investigate student retention in adult learners. Factors that are associated with student retention were examined and points of intervention are recommended. Specifically, this study focuses on the role of campus environment, classroom characteristics, and affective experiences (e.g., attitudes) in predicting intentions to act (e.g., stay or leave). Data were analyzed with structural equation modeling techniques to determine whether affect and attitudes mediate the relationship between the environment (e.g, affective experiences, campus, and classroom) and intentions. Results indicated that skill variety, the variety of instructional methods used in the classroom and amount of skills students can apply, was predictive of intentions to stay at the university. In addition, the relationship between student relationships and feedback and intentions to leave was fully mediated by affective commitment. Adding to the variance explained in affective commitment, task significance was predictive of affective commitment, which in turn predicted intentions to leave. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10