The Psychology Underlying Successful Retention Practices

By John P. Bean, S. Eaton. 2001

500 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8a29d271e9521a3c61d23fd0a019c3bdb3338e40

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Citations in the corpus

Freshman Learning Communities, College Performance, and Retention (2005, background): “…in a small community early in his or her academic career will improve the student's performance and increase the likelihood of retention for that student through developing confidence and facilitating social integration (for example, see Bean and Eaton 2001- 2002 and Pascarella and Terenzini 1991).”
The College Persistence Questionnaire: Development and Validation of an Instrument That Predicts Student Attrition (2009, background): “However, the indicators of integration ordinarily include involvement behaviors and/or perceptions (for review, see Milem & Berger, 1997). Also, some investigations have taken a molecular approach and focused on a specific aspect of integration. For example, Braxton, Duster, and Pascarella (1988) ex”
A Comprehensive Review of the Major Studies and Theoretical Models of Student Retention in Higher Education. (2016, background): “Examples of psychological studies are the theoretical models of Astin (1984) and Bean and Eaton (2002).”
Psychosocial Factors and Community College Student Success (2017, background): “The flow of their psychological model begins with students entering college with a variety of psychological attributes such as self-efficacy assessments, attributions, and their past behavior (Bean & Eaton, 2001).”
Intent to Persist in College Freshmen: The Role of Self-Efficacy and Mentorship (2016, methodology): “Researchers have investigated multiple models of college student retention, including a sociological approach to academic and social integration, and programs focused on social support (Bean & Eaton, 2001; Tinto, 2006).”
Through the Eyes of Students (2017, background): “It does so by proposing a conceptual model of student motivation and institutional persistence and asking, as did Bean and Eaton (2001), what a focus on student motivation implies about institutional action.”
Instructor–Student and Student–Student Rapport in the Classroom (2010, background): “…1479-5795 (online) # 2010 National Communication Association DOI: 10.1080/03634520903564362 Vol. 59, No. 2, April 2010, pp. 146 164 retention (Bean & Eaton, 2001; McKinney, McKinney, Franiuk, & Schweitzer, 2006; Patrick, Ryan, & Kaplan 2007; Schaps, Lewis, & Watson, 1997; White, 2002; Zhang,…”