Validation Experiences and Persistence among Community College Students
Validation Experiences and Persistence among Community College Students
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社区学院学生的验证经验和坚持
DOI：
10.1353/rhe.2010.0019
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Elisabeth A. Barnett
中科院分区：
文献类型：
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作者：
Elisabeth A. Barnett
这项相关研究的目的是检验社区学院学生经教师验证的经历在多大程度上预测：(a) 他们的融入感，以及 (b) 他们坚持下去的意图。该研究旨在对 Tinto (1993) 制度偏离纵向模型中的结构进行详细阐述。教师认可的四个子结构出现了：学生被认识和重视、关怀指导、对多样性的欣赏和指导。经历过较高水平教师认可的学生更有可能感受到融入大学的感觉；教师的验证适度地预测了学生坚持下去的意图。
The purpose of this correlational research was to examine the extent to which community college students' experiences with validation by faculty (Rendon, 1994, 2002) predicted: (a) their sense of integration, and (b) their intent to persist. The research was designed as an elaboration of constructs within Tinto's (1993) Longitudinal Model of Institutional Departure. Four sub-constructs of faculty validation emerged: students known and valued, caring instruction, appreciation for diversity, and mentoring. Students who experienced higher levels of faculty validation were more likely to feel a sense of integration in the college; faculty validation modestly predicted students' intent to persist.