Social Connectedness and Student Debt: Predicting College Retention at a Four-Year Private Liberal Arts Institution
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Authors
Bauer, Jason
Issue Date
2015
Type
Thesis
Language
en_US
Keywords
Alternative Title
Abstract
Of all the students entering a four-year institution of higher education, only 52.8% graduate
within five years (Noble & Sawyer, 2013). Over the years, American higher education has made
little progress toward improving the graduation rate and ensuring students entering college will
be successful. University leaders and policymakers have increased their academic success efforts
to improve retention and graduation rates (Bettinger & Baker, 2014). Using the theory of social
connectedness, the purpose of this quantitative study was to determine the extent to which
quality relationships with peers, faculty, and staff predict student retention and graduation at a
small, private institution located in the central United States. Hierarchical regression analyses
indicated financial debt as a statistically significant predictor of student retention. In regards to
graduation, no variables were found to be statistically significant. Seniors were significantly
more likely than freshmen to have quality relationships with peers. Females were significantly
more likely than males to develop quality relationships with staff. In this study, with financial
debt being the greatest predictor of retention, institutions could provide debt counselors to help
students navigate through any financial challenges they may encounter. Another option would be
to charge tuition as a complete package rather than paying per semester. Paying upfront could
increase the commitment level on behalf of the student and allow institutions to capture money
that is normally lost when a student leaves, allowing institutions to lower overall tuition. Further
details and additional recommendations for policy and practice are provided for students and
institutions.
Description
130 leaves
Citation
Publisher
Drake University