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dc.contributor.authorHorn, Aaron S.en
dc.date.accessioned2019-04-25T20:08:35Zen
dc.date.available2019-04-25T20:08:35Zen
dc.date.issued2014-04-01en
dc.identifier.urihttp://hdl.handle.net/10919/89181en
dc.description.abstractOver the past few decades, several theoretical conceptions have been proposed to explain the determinants of student success (e.g., Astin, 1985; Bean, 1980; Pascarella, 1985; Tinto, 1993). Most prominently, Astin (1970) emphasized the effect of intense student involvement on academic performance, and Tinto (1993) argued that persistence partly resulted from integration within the institution’s social networks and personal commitments to the goal of graduation. This article seeks to elaborate these concepts by examining the indicators and facilitators of goal commitment, academic engagement, and social identification.en
dc.description.sponsorshipMidwestern Higher Education Compacten
dc.format.mimetypeapplication/pdfen
dc.language.isoen_USen
dc.publisherMidwestern Higher Education Compacten
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectacademic achievementen
dc.subjectsocial networksen
dc.subjectacademic engagementen
dc.titleDeterminants of Student Success: An Integrative Perspective to Orient Policy and Practiceen
dc.typeArticleen
dc.date.accessed2019-03-27en
dc.type.dcmitypeTexten
dc.identifier.sourceurlhttps://www.mhec.org/sites/default/files/resources/20140415SS1_determinants.pdfen


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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
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