Reciprocal effects between the academic and social integration of college students

1989 ◽  
Vol 30 (5) ◽  
pp. 517-530 ◽  
Author(s):  
Frances K. Stage
Keyword(s):  
College Students ◽  
Social Integration ◽  
Reciprocal Effects ◽  
Academic And Social Integration

Predictors of academic and social integration of college students

1983 ◽  
Vol 19 (3) ◽  
pp. 295-322 ◽  
Author(s):  
David W. Chapman ◽  
Ernest T. Pascarella
Keyword(s):  
College Students ◽  
Social Integration ◽  
Academic And Social Integration

A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan
Keyword(s):  
Longitudinal Study ◽  
Social Integration ◽  
Academic Integration ◽  
Research University ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Academic And Social Integration ◽  
Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

Effect of Personalized Instructor–Student E-mail and Text Messages on Online Students’ Perceived Course Quality, Social Integration With Faculty, and Institutional Commitment

2017 ◽  
Vol 21 (2) ◽  
pp. 184-201 ◽  
Author(s):  
Joe R. Putulowski ◽  
Robert G. Crosby
Keyword(s):  
College Students ◽  
Social Integration ◽  
Text Messages ◽  
Institutional Commitment ◽  
Online Students ◽  
Attrition Rates ◽  
Course Quality ◽  
Christian University ◽  
Traditional Institutions ◽  
E Mail

Social isolation among online college students may be a key contributor to the higher attrition rates reported by online universities relative to traditional institutions. This experiment investigated the effects of instructor–student communication on online students’ self-reported social integration with faculty, institutional commitment, and perceived course quality. Participants were 242 students (26% men, 74% women) age 18 to 60 years ( M = 30.00, SD = 9.26) attending a midsized private Christian university in Southern California. Participants received varying frequencies (never, once, and weekly) and types (none, e-mail, and text) of personalized instructor–student messages. Students who received weekly messages rated their courses more highly after 4 weeks, but this effect later disappeared. There was no effect on social integration with faculty or institutional commitment. Results provide some support for consistent instructor–student communication but discourage a formulaic approach to combating student isolation and attrition.

Sign in / Sign up

Export Citation Format

Share Document