Details
| Original language | English |
|---|---|
| Pages (from-to) | 409-428 |
| Number of pages | 20 |
| Journal | European Journal of Higher Education |
| Volume | 13 |
| Issue number | 4 |
| Early online date | 29 Mar 2023 |
| Publication status | Published - 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.
Keywords
- dropout, educational inequalities, Higher education, institutional support, integration
ASJC Scopus subject areas
- Social Sciences(all)
- Education
Sustainable Development Goals
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In: European Journal of Higher Education, Vol. 13, No. 4, 2023, p. 409-428.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Refining the Spady–Tinto approach
T2 - the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg
AU - Hadjar, Andreas
AU - Haas, Christina
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).
PY - 2023
Y1 - 2023
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.
AB - 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.
KW - dropout
KW - educational inequalities
KW - Higher education
KW - institutional support
KW - integration
UR - http://www.scopus.com/inward/record.url?scp=85127588701&partnerID=8YFLogxK
U2 - 10.1080/21568235.2022.2056494
DO - 10.1080/21568235.2022.2056494
M3 - Article
AN - SCOPUS:85127588701
VL - 13
SP - 409
EP - 428
JO - European Journal of Higher Education
JF - European Journal of Higher Education
SN - 2156-8235
IS - 4
ER -