Understanding academic persistence through the planned behaviour theory: normative factors under investigation.
(2014) EARLI SIG-4 “Assessing transitions in learning” — Location: Leuven (20.August.2014)
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- Abstract
- A lot of researchers tried to understand academic persistence because of high dropout rate in first year at university and because persistence is a key determinant of academic achievement. Researchers mainly focused on background and motivational determinants of persistence. However, few studies took normative factors into account to explain persistence. Yet, according to us, it could be an essential factor of influence. That’s why we decided to study if including norms to the investigation could improve the understanding of persistence. To this end, we focused on a theoretical framework which consider for motivational and normative factors, named the planned behaviour theory. 152 first year college students were asked to answer self-reported questionnaire. We used a structural equation modelling technique to test if norms could improve the understanding of persistence. As expected, the model included norms better fit with the data than the model without norms. These original results led to new practical implications.
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Roland, N., Frenay, M., & Boudrenghien, G. (2014). Understanding academic persistence through the planned behaviour theory: normative factors under investigation. EARLI SIG-4 “Assessing transitions in learning”, Leuven. https://hdl.handle.net/2078.5/197707