This article describes the psychological processes that lead to academic and social integration based on a retention model proposed by the authors (Bean & Eaton, 2000). It also describes how successful retention programs such as learning communities, freshman interest groups, tutoring, and orientation rely on psychological processes. Four psychological theories form the basis for our recommendations: attitude-behavior theory which provides the overall structure of the theoretical model, and coping behavioral (approach-avoidance) theory, self-efficacy theory, and attribution (locus of control) theory that lead to academic and social integration.
Get full access to this article
View all access options for this article.
References
1.
AndersonG. N.DeyE.GrayM., & WalkerG. T. (1995). Mentors and proteges: The influence of faculty mentoring on undergraduate academic achievement. ERIC Document Reproduction Service No. ED 400 761.
2.
AstinA.W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297–307.
3.
BanduraA. (1997). Self efficacy: The exercise of control. New York: W. H. Freeman & Co.
4.
BarefootB.O., & GardnerJ. N. (1993). The freshman orientation seminar: Extending the benefits of traditional orientation. In UpcraftM. L. (Ed.), Designing successful transitions: A guide for orienting students to college. The Freshman Year Experience. Monograph Series Number 13, 141–153.
5.
BeanJ. P., & EatonS. (2000). A psychological model of college student retention. In BraxtonJ. M. (Ed.), Reworking the departure puzzle: New theory and research on college student retention. Nashville: University of Vanberbilt Press.
6.
BossJ. (1994). The effect of community service work on the moral development of college ethics students. Journal of Moral Education, 23(2), 183–197.
7.
BraxtonJ. M. (Ed.) (2000). Reworking the departure puzzle: New theory and research on college student retention. Nashville: University of Vanberbilt Press.
8.
BucklinR. W., & BucklinM. L. (1970). The psychological characteristics of the college persister and the college leaver: A review. ERIC Document Reproduction Service No. ED 049 709.
9.
Connor-LintonJ. (1995). An indirect model of service-learning: Integrating research, teaching, and community service. Michigan Journal of Community Service-Learning, 2, 105–111.
10.
DunnR. E., & MoodyJ. R. (1995). Mentoring in the academy: A survey of existing programs. ERIC Document Reproduction Service No. ED 396 599.
11.
FidlerP. (1991). Relationship of freshman orientation seminars to sophomore return rates. Journal of the Freshman Year Experience, 3(1), 7–38.
12.
FishbeinM., & AjzenI. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
13.
FrenchJ. R.RodgersW., & CobbS. (1974). Adjustment as person-environmental fit. In CochloG. V.HamburgD. A., & AdamsJ. E. (Eds.), Coping and adaptation (pp. 316–333). New York: Basic Books.
14.
GabelnickF.MacGregorJ.MatthewR. S., & SmithB. L. (1990). Learning communities: Creating connections among students, faculty, and disciplines. New Directions for Teaching and Learning, 41. San Francisco: Jossey-Bass.
15.
GainenJ. (1995). Barriers to success in quantitative gatekeeper courses. In GainenJ. & WillemsenE. W., (Eds.), Fostering student success in quantitative gateway courses. New Directions for Teaching and Learning, 61. San Francisco: Jossey-Bass.
16.
GilesD.Jr., & EylerJ. (1994). The impact of a college community service laboratory on students' personal, social and cognitive outcomes. Journal of Adolescence, 17, 327–339.
17.
GreenbergJ. (1997). Service-learning in health education. Journal of Health Education, 28(6), 345–349.
18.
HanleyG., & OlsonS. (1996). Preparing incoming students for the university educational process: From the students' perspective and retrospective. Journal of the Freshman Year Experience, 8, 47–77.
19.
JacobyB. (1996). Service-learning in today's higher education. In Jacoby & Associates (Eds.), Service-learning in higher education: Concepts and practices. San Francisco: Jossey-Bass.
20.
KanoyK., & BruhnJ. W. (1996). Effects of a first-year living and learning residence hall on retention and academic performance. Journal of the Freshman Year Experience & Students in Transition, 8(1), 7–23.
21.
Kuh, G. D., Schuh, J. H., Whitt, E. J. & Associates (1991). The importance of out-of-class life to the college experience. In Involving colleges: Successful approaches to fostering student learning and development outside the classroom. San Francisco: Jossey-Bass.
22.
LenaH. (1995). How can sociology contribute to integrating service learning into academic curricula?The American Sociologist, 26, 107–117.
23.
LevinA., & CuretonJ. (1998). Flaws, problems and decline: The new localism. In LevinA. & CuretonJ. (Eds.), When hope and fear collide: A portrait of today's college student. San Francisco: Jossey-Bass.
24.
MarkusG.HowardJ., & KingD. (1993). Integrating community service and classroom instruction enhances learning: Results from an experiment. Educational Evaluation and Policy Analysis, 25(4), 410–419.
25.
PascarellaE. T., & TerenziniP. T. (1991). How college affects students. San Francisco: Jossey-Bass.
26.
RedmondS. P. (1990). Mentoring and cultural diversity in academic settings. American Behavioral Scientist, 34(2), 188–200.
27.
RotterJ. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1, Whole No. 609).
28.
SaxL., & AstinA. (1997). The benefits of service: Evidence from undergraduates. Educational Record, 78, 25–32.
29.
SchwitzerA. M., & ThomasC. (1998). Implementation, utilization, and outcomes of a minority freshman peer mentor program at a predominantly white university. Journal of the Freshman Year Experience, 10(1), 31–50.
30.
ShastriA. (1998). Examining academic learning outcomes in service-learning: Recent advances, unanswered questions, and guidelines. ERIC Document Reproduction Service No. ED 422 300.
31.
SpadyW. G. (1970). Dropouts from higher education: An introductory review and synthesis. Interchange, 1, 64–85.
32.
StageF. K. (1989). Motivation, academic and social integration, and the early dropout. American Educational Research Journal, 26(3), 385–402.
33.
TintoV. (1975). Dropout from higher education A theoretical synthesis of recent research. Review of Educational Research, 45, 89–125.
34.
TintoV. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.
35.
TintoV., & GoodsellA. (1993). Freshman interest groups and the first year experience: Constructing student communities in a large university. National Center on Postsecondary Teaching, Learning and Assessment. ERIC Document Reproduction Service No. ED 358 778.
36.
WeinerB. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.
37.
YockeyF., & GeorgeA. (1998). The effects of a freshman seminar paired with supplemental instruction. Journal of the First-Year Experience & Students in Transition, 10(2), 57–76.
