Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg
HADJAR, Andreas; HAAS, Christina; Gewinner, Irina
2022 • In European Journal of Higher Education, 13 (4), p. 409-428
[en] Based on the classic models developed by Spady and Tinto on the link between social and academic integration and dropout, we propose a refined model to explain dropout intentions – relating to dropout from higher education (HE) and dropout from a specific study programme – that more strongly emphasises individual background characteristics (e.g. gender, social origin,
and immigration background). Additionally, we consider students’ satisfaction with the institutional support structures. Using Eurostudent survey data, this conceptual model was tested using
structural equation modelling in the international and diverse HE context of Luxembourg. While the fitted model confirmed most of the expected associations of the conventional Spady–Tinto
approach, initial study commitment was not linked to social integration (contacts with fellow students). We were able to identify satisfaction with institutional support as a key factor in
explaining dropout intention, thus contributing to existing knowledge. In addition, we found that the link between socioeconomic factors and dropout intention from a study programme is not entirely mediated by the Spady–Tinto factors of commitment and integration.
Centre de recherche :
- Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES)
HADJAR, Andreas ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC)
HAAS, Christina ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET
Gewinner, Irina
Co-auteurs externes :
yes
Langue du document :
Anglais
Titre :
Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg
Ammigan, R., and E. Jones. 2018. “ Improving the Student Experience: Learning from a Comparative Study of International Student Satisfaction.” Journal of Studies in International Education 22 (4): 283–301.
Arbona, C., W. Fan, and N. Olvera. 2018. “ College Stress, Minority Status Stress, Depression, Grades, and Persistence Intentions Among Hispanic Female Students: A Mediation Model.” Hispanic Journal of Behavioral Sciences 40 (4): 414–430.
Belloc, F., A. Maruotti, and L. Petrella. 2010. “ University Drop-Out: An Italian Experience.” Higher Education 60 (2): 127–138.
Berger, J. B., and J. M. Braxton. 1998. “ Revising Tinto’s Interactionalist Theory of Student Departure Through Theory Elaboration.” Research in Higher Education 39 (2): 103–119.
Bozick, R. 2007. “ Making it Through the First Year of College: The Role of Students’ Economic Resources, Employment, and Living Arrangements.” Sociology of Education 80 (3): 261–285.
Brinbaum, Y., and C. Guégnard. 2013. “ Choices and Enrollments in French Secondary and Higher Education: Repercussions for Second-Generation Immigrants.” Comparative Education Review 57 (3): 481–502.
Brown, R. M., and T. M. Mazzarol. 2009. “ The Importance of Institutional Image to Student Satisfaction and Loyalty Within Higher Education.” Higher Education 58 (1): 81–95.
Camilleri, A. F., D. Griga, K. Mühleck, K. Miklavic, F. Nascimbeni, D. Proli, and C. Schneller. 2013. Evolving Diversity II: Participation of Students with an Immigrant Background in European Higher Education. Brussels: MENON Network.
Chen, R. 2012. “ Institutional Characteristics and College Student Dropout Risks: A Multilevel Event History Analysis.” Research in Higher Education 53 (5): 487–505.
Collings, R., V. Swanson, and R. Watkins. 2014. “ The Impact of Peer Mentoring on Levels of Student Wellbeing, Integration and Retention.” Higher Education 68 (6): 927–942.
Conger, D., and M. C. Long. 2010. “ Why Are Men Falling Behind? Gender Gaps in College Performance and Persistence.” The Annals of the American Academy of Political and Social Science 627 (1): 184–214.
Dahm, G., and O. Lauterbach. 2016. “ Measuring Students’ Social and Academic Integration.” In Methodological Issues of Longitudinal Survey, edited by H.-P. Blossfeld, J. von Maurice, M. Bayer, and J. Skopek, 313–329. Wiesbaden: Springer VS.
Da Silva, T. L., K. Zakzanis, J. Henderson, and A. V. Ravindran. 2017. “ Predictors of Post-Secondary Academic Outcomes Among Local-Born, Immigrant, and International Students in Canada.” Canadian Journal of Education 40 (4): 543–575.
Durkheim, É. [1897] 2010. Suicide: A Study in Sociology. Glencoe: The Free Press.
DZHW (German Center for Higher Education Research and Science Studies). 2018. Social and Economic Conditions of Student Life in Europe. EUROSTUDENT VI 2016–2018. Synopsis of Indicators. Bielefeld: wbv.
European Commission, Education and Culture. 2015. Dropout and Completion in Higher Education in Europe. Main Report. Luxembourg: Publications Office of the European Union.
Eurostudent Consortium. 2021. Eurostudent VII. Questionnaire Handbook. Hanover: DZHW.
Georg, W. 2009. “ Individual and Institutional Factors in the Tendency to Drop Out of Higher Education.” Studies in Higher Education 34 (6): 647–661.
Goldrick-Rab, S. 2006. “ Following Their Every Move: An Investigation of Social-Class Differences in College Pathways.” Sociology of Education 79 (1): 67–79.
Griga, D., and A. Hadjar. 2014. “ Migrant background and higher education participation in Europe.” European Sociological Review 30 (3): 275–286.
Guzmán, J. F., and K. Kingston. 2012. “ Prospective Study of Sport Dropout: A Motivational Analysis as a Function of Age and Gender.” European Journal of Sport Science 12 (5): 431–442.
Harmsen, R., and J. J. W. Powell. 2018. “ Higher Education Systems and Institutions, Luxembourg.” Encyclopedia of International Higher Education Systems and Institutions, doi: 10.1007/1978-1094-1017-9553-1001_1398-1001.
Hauschildt, K., C. Gwosć, H. Schirmer, and F. Wartenbergh-Cras. 2021. Social and Economic Conditions of Student Life in Europe. EUROSTUDENT VII Synopsis of Indicators 2018–2021. Hanover: DZHW.
Heublein, U. 2014. “ Student Drop-out from German Higher Education Institutions.” European Journal of Education 49 (4): 497–513.
Heublein, U., H. Spangenberg, and D. Sommer. 2003. Ursachen des Studienabbruchs: Analyse 2002. Hanover: HIS.
Hu, L., and P.-M. Bentler. 1999. “ Cutoff Criteria for Fit Indexes in Covariance Structure Analysis.” Structural Equation Modeling: A Multidisciplinary Journal 6 (1): 1–55.
Hurtado, S., and D. F. Carter. 1997. “ Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students’ Sense of Belonging.” Sociology of Education 70 (4): 324–345.
Kehm, B. M., M. R. Larsen, and H. B. Sommersel. 2019. “ Student Dropout from Universities in Europe: A Review of Empirical Literature.” Hungarian Educational Research Journal 9 (2): 147–164.
Kercher, J. 2018. Academic Success and Dropout Among International Students in Germany and Other Major Host Countries. Bonn: DAAD.
Lehmann, W. 2007. “ “I Just Didn’t Feel Like I fit in”: The Role of Habitus in University Dropout Decisions.” Canadian Journal of Higher Education 37 (2): 89–110.
Li, I. W., and D. R. Carroll. 2020. “ Factors Influencing Dropout and Academic Performance.” Journal of Higher Education Policy and Management 42 (1): 14–30.
Mannan, M. A. 2007. “ Student Attrition and Academic and Social Integration: Application of Tinto’s Model at the University of Papua New Guinea.” Higher Education 53: 147–165.
Meggiolaro, S., A. Giraldo, and R. Clerici. 2017. “ A Multilevel Competing Risks Model for Analysis of University Students’ Careers in Italy.” Studies in Higher Education 42 (7): 1259–1274.
Muthén, L. K., and B. O. Muthén. 1998–2014. Mplus User’s Guide. Los Angeles: Muthén & Muthén.
Nadiri, H., J. Kandampully, and K. Hussain. 2009. “ Students’ Perceptions of Service Quality in Higher Education.” Total Quality Management & Business Excellence 20 (5): 523–535.
Nicoletti, M. 2019. “ Revisiting the Tinto's Theoretical Dropout Model.” Higher Education Studies 9 (3): 52–64.
OECD. 2010. How Many Students Drop Out of Tertiary Education?” Highlights from Education at a Glance 2010. Paris: OECD Publishing.
OECD. 2019. Education at a Glance 2019: OECD Indicators. Paris: OECD Publishing.
Pascarella, E. T., C. T. Pierson, G. C. Wolniak, and P. T. Terenzini. 2004. “ First-Generation College Students: Additional Evidence on College Experiences and Outcomes.” The Journal of Higher Education 75 (3): 249–284.
Piepenburg, J. G., and J. Beckmann. 2021. “ The Relevance of Social and Academic Integration for Students’ Dropout Decisions. Evidence from a Factorial Survey in Germany.” European Journal of Higher Education, 1–22. doi: 10.1080/21568235.2021.1930089.
Powell, J. J. W. 2014. “ International National Universities: Migration and Mobility in Luxembourg and Qatar.” In Internationalization of Higher Education and Global Mobility, edited by B. Streitwieser, 119–133. Oxford: Symposium.
Quinn, J. 2013. Drop-Out and Completion in Higher Education in Europe Among Students from Under-Represented Groups. NESET: European Commission.
Reisel, L., and I. Brekke. 2010. “ Minority Dropout in Higher Education: A Comparison of the United States and Norway Using Competing Risk Event History Analysis.” European Sociological Review 26: 691–712.
Rodríguez-Gómez, D., J. Meneses, J. Gairín, M. Feixas, and J. L. Muñoz. 2016. “ They Have Gone, and Now What? Understanding Re-Enrolment Patterns in the Catalan Public Higher Education System.” Higher Education Research & Development 35 (4): 815–828.
Rohstock, A., and C. Schreiber. 2013. “ The Grand Duchy on the Grand Tour: A Historical Study of Student Migration in Luxembourg.” Paedagogica Historica 49 (2): 174–193.
Rumberger, R. W., R. Ghatak, G. Poulos, P. L. Ritter, and S. M. Dornbusch. 1990. “ Family Influences on Dropout Behavior in one California High School.” Sociology of Education 63 (4): 283–299.
Spady, W. G. 1970. “ Dropouts from Higher Education: An Interdisciplinary Review and Synthesis.” Interchange 1: 64–85.
Spady, W. G. 1971. “ Dropouts from Higher Education: Toward an Empirical Model.” Interchange 2: 38–62.
Støren, L. A. 2009. Choice of Study and Persistence in Higher Education by Immigrant Background, Gender, and Social Background. NIFU-Rapport 2009: 43. Oslo: NIFU.
Thompson, M. N., M. Johnson-Jennings, and R. S. Nitzrim. 2013. “ Native American Undergraduate Students' Persistence Intentions: A Psychosociocultural Perspective.” Cultural Diversity and Ethnic Minority Psychology 19 (2): 218–228.
Tinto, V. 1975. “ Dropout from Higher Education: A Theoretical Synthesis of Recent Research.” Review of Educational Research 45 (1): 89–125.
Tinto, V. 1993. Leaving College: Rethinking the Causes of Student Attrition. Chicago: University of Chicago Press.
Truta, C., L. Parv, and I. Topala. 2018. “ Academic Engagement and Intention to Drop Out.” Sustainability 10 (12): 4637.
University of Luxembourg (UL). 2013. Report 2013. Key Performance Indicators. Esch-sur-Alzette: University of Luxembourg.
University of Luxembourg (UL). 2018. Year in Review: 2018. Report. Esch-sur-Alzette/Luxembourg.
Van Houtte, M., and P. A. J. Stevens. 2010. “ School Ethnic Composition and Aspirations of Immigrant Students in Belgium.” British Educational Research Journal 36 (2): 209–237.
Vignoles, A., and N. Powdthavee. 2009. “ The Socio-Economic Gap in University Dropout.” The BE Journal of Economic Analysis and Policy 9 (1): 1–36.
Yair, G., N. Rotem, and E. Shustak. 2020. “ The Riddle of the Existential Dropout: Lessons from an Institutional Study of Student Attrition.” European Journal of Higher Education 10 (4): 436–453.
Zarifa, D., J. Kim, B. Seward, and D. Walters. 2018. “ What’s Taking You So Long? Examining the Effects of Social Class on Completing a Bachelor’s Degree in Four Years.” Sociology of Education 91 (4): 290–322.
