Engagement, Retention and
Student Success
The retention rate of students is a priority in many institutions and is one of the most widely studied areas in higher education (Tinto, 2006).
What is meant by student success?
Student success can be defined as a complete journey and results from positive learning environments which strive to meet the basic psychological needs of students, foster self-determined forms of motivation, and cultivate learning outcomes such as knowledge transfer, meta-cognition, and engagement (Copeland & Levesque-Bristol, 2011). A student’s individual experience is influenced by a student's unique learning environment:
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High external pressures can cause negative outcomes:
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Essentially, factors relating to why students leave are numerous and varied, but Tinto (1999) notes that many students discontinue their undergraduate education because they feel disconnected from peers, professors, and administrators at the institution. This leads to feelings of isolation and lack of belonging, which may cause the student to leave.
What can the institution do to help students be successful?
Does the student have an obligation in controlling their own success?
Does the student have an obligation in controlling their own success?
References
Copeland, K. J., & Levesque-Bristol, C. (2011). The retention dilemma: Effectively reaching the first-year university student. Journal of College Student Retention, 12(4), 485-515.
Tinto, V. (1999). Taking retention seriously: Rethinking the first year of college. NACADA Journal, 19(2), 5-9.
Tinto, V. (2006). Research and Practice of Student Retention: What Next? Journal Of College Student Retention: Research, Theory & Practice, 8(1), 1-19.
Tinto, V. (1999). Taking retention seriously: Rethinking the first year of college. NACADA Journal, 19(2), 5-9.
Tinto, V. (2006). Research and Practice of Student Retention: What Next? Journal Of College Student Retention: Research, Theory & Practice, 8(1), 1-19.
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