Article (Scientific journals)
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
2022In European Journal of Higher Education, early online
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Keywords :
higher education; dropout; integration; institutional support; educational inequalities
Abstract :
[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.
Research center :
- Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES)
Disciplines :
Education & instruction
Sociology & social sciences
Author, co-author :
Hadjar, Andreas  ;  University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC)
Haas, Christina
Gewinner, Irina
External co-authors :
yes
Language :
English
Title :
Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg
Publication date :
March 2022
Journal title :
European Journal of Higher Education
ISSN :
2156-8243
Publisher :
Taylor & Francis, Abingdon, United Kingdom
Volume :
early online
Peer reviewed :
Peer Reviewed verified by ORBi
Focus Area :
Educational Sciences
Name of the research project :
Eurostudent VII
Funders :
Ministry of Higher Education, Luxembourg
Available on ORBilu :
since 29 March 2022

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