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An Application of Tinto's Student Integration Model and Bandura's Social Cognitive Theory to Student Retention in Stem Disciplines.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Application of Tinto's Student Integration Model and Bandura's Social Cognitive Theory to Student Retention in Stem Disciplines./
Author:	Burch, Jana Jean Cockerham.
Description:	1 online resource (141 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355928143

An Application of Tinto's Student Integration Model and Bandura's Social Cognitive Theory to Student Retention in Stem Disciplines.
Burch, Jana Jean Cockerham.

An Application of Tinto's Student Integration Model and Bandura's Social Cognitive Theory to Student Retention in Stem Disciplines. - 1 online resource (141 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (D.Ed.)--Tarleton State University, 2018.

Includes bibliographical references

The purpose of this study was to determine whether participation in an innovation ecosystem positively influenced student retention in science, technology, engineering and mathematics (STEM) disciplines by increasing student engagement, motivation, self-efficacy, and achievement. Tinto's (1975) student integration model served as a basis for the design of the academic and social systems into which the student would integrate. Tinto (1975) posited that the level of student integration into these two systems influenced retention. Bandura's (1986) social cognitive theory provided a blueprint for the impact this integration had on the student as an individual.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355928143Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

An Application of Tinto's Student Integration Model and Bandura's Social Cognitive Theory to Student Retention in Stem Disciplines.
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245 1 3 $a An Application of Tinto's Student Integration Model and Bandura's Social Cognitive Theory to Student Retention in Stem Disciplines.
264 0 $c 2018
300 $a 1 online resource (141 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Lesley F. Leach.
502 $a Thesis (D.Ed.)--Tarleton State University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this study was to determine whether participation in an innovation ecosystem positively influenced student retention in science, technology, engineering and mathematics (STEM) disciplines by increasing student engagement, motivation, self-efficacy, and achievement. Tinto's (1975) student integration model served as a basis for the design of the academic and social systems into which the student would integrate. Tinto (1975) posited that the level of student integration into these two systems influenced retention. Bandura's (1986) social cognitive theory provided a blueprint for the impact this integration had on the student as an individual.
520 $a Participants were university students enrolled in STEM coursework at a mid-sized university in the southwestern United States. Participants completed the Motivated Strategies for Learning Questionnaire (MSLQ) and the Burch Engagement Student Survey (BESS) at the beginning and end of the fall semester. The MSLQ measured motivation and had a subscale to measure self-efficacy. The BESS measured four constructs of student engagement: cognitive out of class, cognitive in class, physical engagement, and emotional engagement as they pertained to a specific course. Student achievement was determined based on student self-reported anticipated final course grades at the end of the fall semester. Retention data was calculated using student self-reported enrollment plans for STEM courses following the research study.
520 $a The treatment group participated in the innovation ecosystem. This consisted of two, one-hour weekly sessions. Students and mentors collaborated on innovation projects for local businesses and received additional instruction on the use of divergent and convergent thinking tools, entrepreneurial skills such as business plan development, and business strategy, and effective communication.
520 $a Analyses were conducted on data from the two surveys to determine if there was a statistically significantly difference in the levels of self-efficacy, engagement, and motivation between the treatment and control groups. Data were collected on the students' expected grades in STEM courses to determine if levels of self-efficacy, motivation, and engagement influenced student academic achievement. Students also self-reported their intentions towards future STEM education plans and goals.
520 $a Results indicated that the treatment did not increase self-efficacy, motivation, or engagement scores. However, treatment group scores in these areas did not decrease at the same rate as the control group. Results appeared to indicate that retention rates were higher for the treatment group and treatment group motivation post scores were statistically significantly higher than those in the control group.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Higher education. $3 1148448
650 4 $a Mathematics education. $3 1148686
650 4 $a Science education. $3 1151737
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0745
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690 $a 0714
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Tarleton State University. $b Educational Leadership & Policy Studies. $3 1186480
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10784812 $z click for full text (PQDT)