Testing Qualitative Indicators of Precollege Factors in Tinto’s Attrition Model: A Community College Student Population

By Amaury Nora, L. C. Attinasi, Andrew Matonak. 2017

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View Paper: https://www.semanticscholar.org/paper/d745696ea0018e9a8a7afb76e59d4230fd0e00d4

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Citations in the corpus

A Nested Analysis of Factors Affecting Bachelor's Degree Completion (2003, unknown): “…the theories of intelligence and motivation, several empirical studies have shown that previous academic achievement is positively related to persistence (Astin, 1975; Bean, 1980; Braxton & Brier, 1989; Lancaster, 1993; Nora, Attinasi, and Matonak, 1990; Spady, 1970, 1971) and eventual graduation.”
Socio-Academic Integrative Moments: Rethinking Academic and Social Integration among Two-Year College Students in Career-Related Programs (2011, background): “Prior work has highlighted the importance of the encouragement of significant others in students' personal lives to enhance persistence (Cabrera, Nora, & Castaneda, 1993; Nora, 1987; Nora et al., 1990).”
The Influence of Academic and Environmental Factors on Hispanic College Degree Attainment (2007, background): “…and Johnson (1997) extensively examined numerous research studies (e.g., Braxton & Brier, 1989; Cabrera, Nora, & Castañeda, 1992, 1993; Nora, 1987; Nora et al., 1990) that focused on the central construct of academic integration and how it impacted institutional commitment and student…”
The Depiction of Significant others in Tinto's “Rites of Passage”: A Reconceptualization of the Influence of Family and Community in the Persistence Process (2001, unknown): “…Bean & Vesper, 1992; Cabrera et al., 1990; Cabrera et al., 1992; Cabrera & Nora, 1994; Cabrera, Nora, & Castaneda, 1993; Cabrera, Stampen, & Hansen, 1990; Nora, 1987; Nora et al., 1990; Nora & Cabrera, 1996; Nora, Cabrera, Hagedorn, & Pascarella, 1996; Nora & Rendon, 1990; Nora & Wedham, 1991).”
Reassessing Tinto's Concepts of Social and Academic Integration in Student Retention (2013, result): “Also, Nora, Attinasi, and Matonak (1990) stated, “the direct, positive effect of academic integration on retention was consistent with the theoretical expectations based on the [Tinto] model . . . the negative influence of social integration on retention was inconsistent with the hypothesized…”
Student aid and its role in encouraging persistence (2009, background): “…to test the models of Vincent Tinto (Braxton et al., 1997; Cabrera et al., 1990; Halpin, 1990; Hurtado and Carter, 1997; Milem and Berger, 1997; Nora et al., 1990; Tierney, 1992) and John Bean (Andreu, 2002; Farabaugh-Dorkins, 1991; Himelhoch et al., 1997; Stahl and Pavel, 1992), there is a…”