Reciprocal effects between the academic and social integration of college students

1989 ◽  
Vol 30 (5) ◽  
pp. 517-530 ◽  
Author(s):  
Frances K. Stage
1983 ◽  
Vol 19 (3) ◽  
pp. 295-322 ◽  
Author(s):  
David W. Chapman ◽  
Ernest T. Pascarella

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan

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.


2017 ◽  
Vol 21 (2) ◽  
pp. 184-201 ◽  
Author(s):  
Joe R. Putulowski ◽  
Robert G. Crosby

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.


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