College Student Performance, Satisfaction and Retention: Specification and Estimation of a Structural Model.
College Student Performance, Satisfaction and Retention: Specification and Estimation of a Structural Model.
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大学生表现、满意度和保留率：结构模型的规范和估计。
DOI：
10.1080/00221546.1982.11780423
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发表时间：
1982
期刊：
影响因子：
--
通讯作者：
Norman D. Aitken
中科院分区：
文献类型：
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作者：
Norman D. Aitken
尽管已经有大量文献研究了与大学生的坚持相关的因素，但仍然需要开发一个全面的大学生适应和保留模型，这个模型不仅能捕捉到这个过程的潜在结构关系，而且在某种意义上也是可操作的，因为它可以被个别机构有效地使用。然而，由于未能认识到需要一个多方程模型来充分描述决定保留结果的结构关系，这种模型的发展受到阻碍。Spady[26]和Tinto[27]提出的理论确定了影响学生留存率的几个独立变量水平，只有少数主要变量对留存率有直接影响，其余变量间接影响留存率。虽然这两种理论都清楚地要求不止一个方程，但都没有从这两项工作中出现多方程模型，也许是因为这两种理论都没有在数学上发展成正式的模型。留存率的实证研究没有估计形式结构模型，而是试图测试留存率（或持久性）与一系列潜在解释变量之间的联系。
Despite the existence of an extensive literature on the factors that are associated with college students' persistence, the need remains for the development of a comprehensive model of college student adjustment and retention that not only captures the underlying structural relationships of the process, but that is also operational in the sense that it can be effectively used by the individual institution. The development of such a model, however, has been hindered by the failure to recognize that a multiequation model is required to adequately describe the structural relationships that determine the retention outcome. The theories formulated by both Spady [26] and Tinto [27] identify several levels of independent variables that affect student retention, with only a few major variables having a direct effect on retention and the remaining variables affecting retention indirectly. While both theories clearly call for more than one equation, a multiequation model has not emerged from either work, perhaps because neither theory has been developed mathematically into a formal model. Empirical studies of retention have not estimated formal-structural models, but rather they have attempted to test for association between retention (or persistence) and a series of potential explanatory variables.