The DOI matches its Crossref record; 45 of the 45 references it cites were found in a registry or an index.
Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness
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“First-year grade point average (GPA) has been shown to predict whether students stay in school long-term over and above other critical factors such as gender, socioeconomic status, race, college commitment, social connectedness, and academic self-discipline (4).”
From Nightly sleep duration predicts grade point average in the first year of college (2023) · cites this paper as [4]
Citations
Cites
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Motivational beliefs, values, and goals
Eccles, J. S., & Wigfield, A. (2002) · Annual Review of Psychology · doi:10.1146/annurev.psych.53.100901.135153 · Cited by 7,587
Leaving College: Rethinking the Causes and Cures of Student Attrition
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The Chronicle of Higher Education
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Equivalence of the Mediation, Confounding and Suppression Effect
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WHY PEOPLE STAY: USING JOB EMBEDDEDNESS TO PREDICT VOLUNTARY TURNOVER.
Mitchell, T. R., Holtom, B. C., Lee, T. W., Sablynski, C. J., & Erez, M. (2001) · Academy of Management Journal · doi:10.2307/3069391 · Cited by 3,291
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Research works printed but not linked: 3
- Carey, K. (2004). A matter of degrees: Improving graduation rates in four-year colleges and universities. Washington, DC: The Education Trust.
- Cole, R. P., Saltonstall, M., & Gore, P. (2008). Assessing student readiness to promote student success: A campus collaboration. In W. Troxel & M. Cutright (Eds.), Exploring the evidence: Campus-wide initiatives in the first college year. Columbia, SC: The National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina.
- Fidler, P. (1999). The USC Freshman Seminar today: Twenty-five years of outcomes results. Paper presented at the 12th International Conference on the First-Year Experience, Edinburgh, Scotland.
Cited by
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Items 401–429 of 429
Ruffin, I. J., Brannen, M. H., & Venable, M. (2017) · IGI Global eBooks · doi:10.4018/978-1-5225-3914-8.ch040
Text Mining Analysis of Korean University Students’ Academic Coaching Intake Session Reports
Lee, A., Lee, S. J., Lee, J. Y., & Rhee, E. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19106208 · Cited by 1
Pino, C. A., Arancibia-Bustos, Á., Llanos, C. T., & Martín, P. V. S. (2022) · Revista Educación Superior y Sociedad (ESS) · doi:10.54674/ess.v34i1.443
Miller, V. A., & Okojie, F. A. (2022) · International Journal of Arts Humanities & Social Science · doi:10.56734/ijahss.v3n11a1
Predicting Students’ Mobility using Different Statistical Tools : Basis for Students’ Success
Cenas, P. V., Parrone, J. M., Garcia, D. B. A., & Patacsil, F. F. (2022) · WSEAS Transactions on Information Science and Applications archive · doi:10.37394/23209.2022.19.29
THE BOLSTERING EFFECTS OF PSYCHOLOGICAL CAPITAL ON COMMUNITY COLLEGE STUDENTS
Gamache, K. N. (2022) · Digital Commons - URI (University of Rhode Island) · doi:10.23860/diss-gamache-kyle-2022
Predicting Performance in an Introductory Agricultural Finance Course
Hanson, E., & Wachenheim, C. J. (2023) · NACTA Journal · doi:10.56103/nactaj.v66i1.14
Financing College Through Student Loans: An Incentive for Academic Performance?
̊ardsen, G. B., Lindset, S., & Resch, P. (2023) · Journal of Social Sciences · doi:10.3844/jssp.2023.82.91
Karriereverläufe nach Abbruch des Lehramtsstudiums
Franz, S. (2023) · doi:10.20378/irb-91351
Casagrande, B. G., & Melz, L. J. (2023) · Práticas de Administração Pública · doi:10.5902/2526629268444
Identification of key performance dimensions of academic professionals: A qualitative exploration
Imran, S. (2024) · i-manager s Journal on Humanities & Social Sciences · doi:10.26634/jhss.4.1.20307
Dropout and Graduation in Higher Education: CHAID Analysis
SÖYLEMEZ, N. H. (2024) · Eğitimde Kuram ve Uygulama · doi:10.17244/eku.1287393
Connected from Afar: Culturally Grounded Remote Peer Support During the COVID-19 Pandemic
Chen, E., & Liu, Y. (2024) · Journal of the Canadian Association for Curriculum Studies · doi:10.25071/1916-4467.40774
Carneiro, D. R. F., Shirasu, M. R., & Irffi, G. D. (2024) · Avaliação Revista da Avaliação da Educação Superior (Campinas) · doi:10.1590/1982-57652024v29id28012422
Les filles réussissent-elles mieux que les garçons leur première année d’études supérieures ?
Skalli, A., & Guille, M. (2024) · Education et formations · doi:10.3917/edfo.107.0035
Estrés Académico Percibido en Estudiantes de la Universidad Pública de Guatemala
González-Aguilar, D. W. (2024) · Revista Guatemalteca de Psicología · doi:10.57247/rgp.v3i1.140
Analyzing academic performance of students using machine learning system
Murugesan, S., Ramalingam, C., Reddy, B. S., Reddy, S. V. S., & Reddy, G. S. (2025) · AIP conference proceedings · doi:10.1063/5.0254979
Cadano, S. (2025) · International Social Sciences and Education Journal · doi:10.61424/issej.v3i2.322
Dispositional Mindfulness and University Adjustment: The Mediating Role of Coping Self-Efficacy
Kiafar, A., Petrovic, J., Mettler, J., Joly, M., Böke, B. N., & Heath, N. L. (2025) · Psychological Reports · doi:10.1177/00332941251370252
Academic Writing and Publishing in Florida’s 2025 Landscape
Dean, C., Odedeyi, T., Paul, A., Su, S., Wright, K., Landingin, R., Rodriguez, W., Scott, L. L., & Gonzales, L. (2025) · Writers Craft & Context · doi:10.15763/issn.2688-9595.2025.6.1.51-63
Una nueva forma de medir el rendimiento académico bajo una visión multidimensional
Amigó, U. C. L., Quiroz, L. H. R., Mesa, S. A. M., & Universidad, C. E. S. (2025) · doi:10.21501/9786287765160.10
Understanding Why IS Students Drop Out: Toward A Process Theory
Leiviskä, K., & Siponen, M. T. (2013) · European Conference on Information Systems
Dalelo, D., & Belayneh, H. B. (2026) · Discover Education · doi:10.1007/s44217-026-01260-z
Which way to go? Approaches to learning for engineering students
Tyne, N. V., Soledad, M. M., & McNair, L. (2026) · European Journal of Engineering Education · doi:10.1080/03043797.2026.2693113
Fakhro, D., Sullivan, M., Haile, G. M., Butler, M. B., Moore, B. E., & Butler, S. K. (2026) · Community College Journal of Research and Practice · doi:10.1080/10668926.2026.2701179
Scobie, N. (2010) · ThinkIR: The University of Louisville's Institutional Repository (University of Louisville) · doi:10.18297/etd/1287
Metadata
- Authors
- Allen, J., Robbins, S. B., Casillas, A., & Oh, I.-S.
- Affiliations
- ACT (US)
- University of Iowa (US)
- Corresponding author
- Robbins, Steven B.
- Venue
- Research in Higher Education
- Published
- 2008-04-12
- Volume
- 49
- Issue
- 7
- Pages
- 647-664
- ISSN
- 0361-0365 (ISSN-L)
- 1573-188X
- OpenAlex
- W2017332416
- Cited by
- 430
- References
- 43
- Citations by year
- 2026: 6 · 2025: 15 · 2024: 27 · 2023: 17 · 2022: 18 · 2021: 29 · 2020: 31 · 2019: 30 · 2018: 29 · 2017: 35 · 2016: 33 · 2015: 42 · 2014: 27 · 2013: 29 · 2012: 22
- FWCI
- 53.57
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Research in Higher Education (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Educational Outcomes and Influences
- Social Sciences › Education › Evasion and Academic Success Factors
- Keywords
- college retention, college transfer, school dropout, academic performance, academic self-discipline, motivation, social connectedness, first-year academic performance, student persistence, higher education
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