The impact of negative experiences, dissatisfaction and attachment on first year undergraduate withdrawal
By Neil Harrison. 2006
102 citations recorded by the source corpus.
This paper reports the results of a telephone survey of 151 undergraduates who withdrew in their first year of study at a post‐1992 institution. It focuses on the negative experiences which they reported during their time at the university and the ultimate reasons for leaving, exploring in particular issues around choice of course, academic experience, socialization and financial support. From these data and from demographic information held by the university, distinct groupings of similar cases emerge, going some way to illuminating which students leave, when and why. The paper concludes with a discussion around the relationship between dissatisfaction, attachment and student retention, proposing that negative stimuli only go part of the way to explaining withdrawal decisions.
Subfields: Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/40ab13b7a2d3028b93dbc3fd37003da88b464ed3
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In Education
In Social Psychology
Citations in the corpus
- The Prediction of College Student Academic Performance and Retention: Application of Expectancy and Goal Setting Theories (2009, background): “Finally, there are studies that investigate psychological variables such as student motivation, institutional commitment, mattering, goal commitment and integration (Harrison, 2006; Rayle & Chung, 2007; Rayle, Kurpius, & Arredondo, 2006; Robbins, Allen, Casillas, Peterson, & Le, 2006).”
- Scaffolding students' transition to higher education: parallel introductory courses for students and teachers (2008, background): “In this process both internal factors such as the learning environment and external factors such as students’ personal life are crucial (McInnis 2001; Harrison 2006).”