Integration , Motivation , Strengths and Optimism : Retention Theories Past , Present and Future
Integration , Motivation , Strengths and Optimism : Retention Theories Past , Present and Future
复制标题
整合,动机,优势和乐观:保留理论的过去,现在和未来
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Amy Schmitz
中科院分区：
文献类型：
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作者：
Cynthia Demetriou;Amy Schmitz
美国最早的本科保留研究发生在20世纪30年代，重点关注当时被称为学生死亡率的问题：学生未能毕业（Berger &里昂，2005）。从历史上看，高等教育研究一直着眼于病理学，重点是修复学生的问题（Shushok & Hulme，2006）。为此，许多研究存在于为什么学生不能坚持，而不是为什么他们成功。基于优势的方法来研究本科保留涉及研究成功的学生。研究什么是正确的与学生可以照亮成功的学生经验，这反过来又可以应用于支持所有学生的新方面。本文将提供一个简短的历史概述本科保留其次是通常与本科保留相关的因素。最后，本文综述了近年来动机理论在大学生留级研究中的应用，包括归因理论、期望理论、目标设定理论、自我效能信念、学业自我概念、动机取向和乐观主义。未来的动机理论在本科保留的考虑将讨论，特别强调基于实力的方法来研究和实践的价值。
The earliest studies of undergraduate retention in the United States occurred in the 1930s and focused on what was referred to at the time as student mortality: the failure of students to graduate (Berger & Lyon, 2005). Historically higher education research has had an eye toward pathology with a focus on repairing students’ problems (Shushok & Hulme, 2006). To this end, much research exists on why students fail to persist as opposed to why they succeed. Strength-based approaches to the study of undergraduate retention involve studying successful students. Studying what is right with students may illuminate new aspects of successful student experiences which can in turn be applied to supporting all students. This paper will provide a brief historical overview of undergraduate retention followed by factors commonly related to undergraduate retention. Finally, an overview of the recent application of motivational theories to understand undergraduate retention including attribution theory, expectancy theory, goal setting theory, self-efficacy beliefs, academic self-concept, motivational orientations and optimism will be provided. Considerations for the future of motivational theories in undergraduate retention will be discussed with particular emphasis on the value of strength-based approaches to study and practice.
影响因子：
7.6
作者：
ASPINWALL, LG;TAYLOR, SE
通讯作者：
TAYLOR, SE