Toward a better understanding of college persistence through the planned behaviour theory
(2013) EARLI 2013 — Location: Munchen (26.August.2013)
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- Abstract
- The rate of dropout in first year in college is quite high. Indeed, more than 14% give up between June and September and 7% doesn’t register for the exams (Galand, Neuville & Frenay, 2005). The aim of our research is to better understand why some students persist whereas others give up. A lot of studies have been led in this domain but they have several limitations. First, the results obtained between these different studies are often contradictory. Second, few researchers have tried to assemble the different determinants of persistence in a theoretical integrative model. Finally, the approach used by these studies makes any attempts of intervention difficult and fix persistence in a deterministic perspective. To overcome these limitations, we decided to focus on a valid theoretical framework which could explain persistence: the planned behaviour theory which is a very complete model and which allows getting over these limitations. The aim of our research is to test the relevance of this model in an academic persistence context. To this end, 409 first year college students completed a questionnaire assessing this model. Exploratory factorial analyses and internal consistency coefficients will be perform to assess scales. Future analyses will be soon realized to test this model.
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Citations
Roland, N., & Frenay, M. (2013). Toward a better understanding of college persistence through the planned behaviour theory. EARLI 2013, Munchen. https://hdl.handle.net/2078.5/35234