ETD RECORD
Factors associated with peer influence aimed at increasing college student academic success, retention and graduation
Citation
Griffel, Michael.. (2007). Factors associated with peer influence aimed at increasing college student academic success, retention and graduation. Theses and Dissertations Collection, University of Idaho Library Digital Collections. https://www.lib.uidaho.edu/digital/etd/items/etd_189.html
- Title:
- Factors associated with peer influence aimed at increasing college student academic success, retention and graduation
- Author:
- Griffel, Michael.
- Date:
- 2007
- Keywords:
- College dropouts--United States--Prevention Peer pressure
- Program:
- Education
- Abstract:
- This study investigated a theoretical basis for the creation and implementation of programs and practices aimed at improving college student retention and graduation rates at public 4-year colleges and universities. This study sought to link three models into a new model. The three models were: (a) social norms theory (a peer influence model), (b) academic behaviors that contributed to grades, grade point average (GPA), and (c) that academic achievement, grades, contributed significantly to college student retention and graduation. The focus was an investigation regarding the connection between college student peer influence and academic achievement (grades). A survey that assessed students' perceptions of others' engagement in selected academic success behaviors was developed, tested, and administered for three years at three public four-year universities in the northwestern United States, with a sample of 3,274. Factor analysis, reliability scales, linear regression and structural equation modeling (SEM) analyses were conducted. Analyses yielded seven students' perceptions of others' academic success behaviors factor-scales and one students' own academic success behaviors combined scale. Regression and SEM analyses showed: (1) a direct positive relationship between students' perceptions of others engagement in the selected academic success behaviors and students' own engagement in the behaviors, (2) a direct positive relationship between students' engagement in the selected academic success behaviors and students' grades, (3) an indirect positive relationship between students' perceptions of others and grades, (the path of the relationship traveled through students own behaviors) and (4) a direct negative relationship between students' perceptions of others and students' grades. Recommended programs and practices utilizing positive peer academic influence approaches were included.
- Description:
- Thesis (Ph. D., Education)--University of Idaho, April 30, 2007.
- Major Professor:
- Terry Armstrong.
- Defense Date:
- April 30, 2007.
- Type:
- Text
- Format Original:
- xii, 170 leaves :ill. ;29 cm.
- Format:
- record
Rights
- Rights:
- In Copyright - Educational Use Permitted. For more information, please contact University of Idaho Library Special Collections and Archives Department at libspec@uidaho.edu.
- Standardized Rights:
- http://rightsstatements.org/vocab/InC-EDU/1.0/