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A Conceptual Model on the Impact of ...

Tovar, Esau.

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A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students' Intent to Persist.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students' Intent to Persist./
Author:	Tovar, Esau.
Description:	335 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3557773
ISBN:	9781303015076

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students' Intent to Persist.
Tovar, Esau.

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students' Intent to Persist. - 335 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 2013.

Community colleges continue to experience high levels of student attrition and low degree/certificate completion rates. Given extant literature, there appears to be a need to reexamine how interactions between students and the institution, and students and institutional agents are taking place, with the aim of identifying institutional practices that deleteriously or positively impact degree completion and thus guide colleges to develop action plans to improve conditions for student success.

ISBN: 9781303015076Subjects--Topical Terms:

1018008
Education, Community College.

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students' Intent to Persist.
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100 1 $a Tovar, Esau. $3 2092013
245 1 2 $a A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students' Intent to Persist.
300 $a 335 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Daryl G. Smith.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2013.
520 $a Community colleges continue to experience high levels of student attrition and low degree/certificate completion rates. Given extant literature, there appears to be a need to reexamine how interactions between students and the institution, and students and institutional agents are taking place, with the aim of identifying institutional practices that deleteriously or positively impact degree completion and thus guide colleges to develop action plans to improve conditions for student success.
520 $a This study examined how factors such as institutional commitment to students, mattering, sense of belonging, interactions with diverse peers, perceptions of the campus climate, engagement/involvement, socio-academic integrative experiences, and goal commitment collectively affected community college students' intent to persist to degree completion. The proposed model tested the tenability of seven propositions examining how the above constructs interact to influence intent to persist.
520 $a The sample consisted of 2,088 multiply diverse community college students. The conceptual model was grounded on Astin's (1991) Input-Environment-Outcome model and was tested in the context of structural equation modeling. Multiple group invariance analyses for race/ethnicity were conducted. The conceptual model explained 28% of the variance on intent to persist for Asian students, 21% for White students, and 19% for Latino/a students.
520 $a Results indicated that transition support from family/friends exerted the highest effect on intent to persist across all racial/ethnic groups, followed by engagement/involvement, perceptions of mattering, interactions with diverse peers, GPA, goal commitment, and socio-academic integrative experiences, albeit varying by group. This study was the first in the literature to empirically demonstrate a causal effect between institutional commitment to students and perceptions of mattering. Mattering, in turn, exerted a moderate to strong influence on engagement/involvement, socio-academic integrative experiences, sense of belonging, and indirectly on intent to persist. Evidence in support of an omnibus "student development and success" construct, as alluded to by Wolf-Wendel, et al. (2009) is also presented. Of import to these findings is that while this construct explained a significant proportion of the variance for engagement/involvement, belonging, mattering, and interactions with diverse peers, the individual factors exerted an independent effect on intent to persist. Implications for theory, research, and practice are also discussed.
590 $a School code: 0047.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Higher. $3 543175
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690 $a 0745
710 2 $a The Claremont Graduate University. $b School of Educational Studies. $3 1684375
773 0 $t Dissertation Abstracts International $g 74-08A(E).
790 1 0 $a Smith, Daryl G., $e advisor
790 1 0 $a Drew, David $e committee member
790 1 0 $a Perez, William $e committee member
790 $a 0047
791 $a Ph.D.
792 $a 2013
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3557773