Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

Publikation: Beitrag in FachzeitschriftArtikelForschungPeer-Review

Autoren

  • Andreas Hadjar
  • Christina Haas
  • Irina Gewinner

Organisationseinheiten

Externe Organisationen

  • University of Luxembourg
  • University of Fribourg
  • Leibniz-Institut für Bildungsverläufe e.V. (LIfBi)
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Details

OriginalspracheEnglisch
Seiten (von - bis)409-428
Seitenumfang20
FachzeitschriftEuropean Journal of Higher Education
Jahrgang13
Ausgabenummer4
Frühes Online-Datum29 März 2023
PublikationsstatusVeröffentlicht - 2023

Abstract

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.

ASJC Scopus Sachgebiete

Ziele für nachhaltige Entwicklung

Zitieren

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.
in: European Journal of Higher Education, Jahrgang 13, Nr. 4, 2023, S. 409-428.

Publikation: Beitrag in FachzeitschriftArtikelForschungPeer-Review

Hadjar A, Haas C, Gewinner I. Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg. European Journal of Higher Education. 2023;13(4):409-428. Epub 2023 Mär 29. doi: 10.1080/21568235.2022.2056494
Hadjar, Andreas ; Haas, Christina ; Gewinner, Irina. / Refining the Spady–Tinto approach : the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg. in: European Journal of Higher Education. 2023 ; Jahrgang 13, Nr. 4. S. 409-428.
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abstract = "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{\textquoteright} 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.",
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Download

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AU - Gewinner, Irina

N1 - Funding Information: This work was financially supported by the Luxembourgish Ministry of Higher Education and Research (MESR). EUROSTUDENT is co-funded by the Erasmus+ programme of the European Union, by the Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF, Germany) and by the Ministry of Education, Culture and Science of the Netherlands (MinOCW).

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N2 - 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.

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