A Structural Model for Predicting Student Retention

A Structural Model for Predicting Student Retention
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预测学生保留率的结构模型

DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
J. Sullivan
J. Sullivan
中科院分区：
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文献类型：
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作者：
D. Sass;Felicia Castro;S. Wilkerson;Norma S. Guerra;J. Sullivan

文献摘要

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翻译后摘要：学生保留模型进行了测试，通过结构方程模型，以检查社会经济地位，社会心理和学生的成功变量之间的相互关系和可预测性与样本的445名本科生参加一个大型的西班牙裔服务机构。提出的理论模型包括社会经济地位（代际地位和佩尔助学金资格），心理社会（学术效能，解决问题，与教授和大学的联系）和学生成功变量（SAT成绩，大学GPA，意图保持和保留）。结果提供了支持所提出的模型，并表明，这里检查的心理社会变量在预测连通性和学生成功的变量发挥了重要作用。对机构的影响进行了讨论。
Abstract:Student retention models were tested via structural equation modeling to examine the interrelations and predictability among socioeconomic status, psychosocial, and student success variables with a sample of 445 undergraduate students attending a large Hispanic serving institution. The proposed theoretical model included socioeconomic status (generational status & Pell grant eligibility), psychosocial (academic efficacy, problem solving, connectedness to professors and college), and student success variables (SAT scores, college GPA, intent to remain, and retention). Results provided support for the proposed model and showed that the psychosocial variables examined herein play an important role in predicting connectedness and student success variables. Implications for institutions are discussed.