Through the Eyes of Students
Abstract
For years, our prevailing view of student retention has been shaped by theories that view student retention through the lens of institutional action and ask what institutions can do to retain their students. Students, however, do not seek to be retained. They seek to persist. The two perspectives, though necessarily related, are not the same. Their interests are different. While the institution’s interest is to increase the proportion of their students who graduate from the institution, the student’s interest is to complete a degree often without regard to the institution in which it is earned. Although there has been much written from the former point of view, much less has been written from the latter. This article seeks to address this imbalance by laying out a conceptual model of student institutional persistence as seen through the eyes of students. Having done so, the article asks what such a model implies about institutional action to promote student persistence.
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The findings that texting improves persistence for early-career students are consistent with Tinto's (2015) hypothesis that early intervention is important for student persistence.
“These findings are consistent with Tinto's (2015) hypothesis that early intervention is important for student persistence.”
From Thx 4 the msg: Assessing the Impact of Texting on Student Engagement and Persistence (2022) · cites this paper as Tinto's (2015)
Cites
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Bandura, A. (1977) · Psychological Review · doi:10.1037/0033-295x.84.2.191 · Cited by 43,925 · see citing works
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Steele, C. M., & Aronson, J. (1995) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.69.5.797 · Cited by 8,181 · see citing works
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Yeager, D. S., & Walton, G. M. (2011) · Review of Educational Research · doi:10.3102/0034654311405999 · Cited by 1,345 · see citing works
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Academic Self-Efficacy, Procrastination, and Attrition Intentions
Nemtcan, E., Sæle, R. G., Gamst-Klaussen, T., & Svartdal, F. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.768959 · Cited by 29 · see citing works
Avcı, M. (2023) · Journal of Happiness and Health · doi:10.47602/johah.v3i2.43 · Cited by 28 · see citing works
Thx 4 the msg: Assessing the Impact of Texting on Student Engagement and Persistence
Tippetts, M. M., Davis, B., Nalbone, S., & Zick, C. D. (2022) · Research in Higher Education · doi:10.1007/s11162-022-09678-8 · Cited by 11 · see citing works
Mabulana, K. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1465786 · Cited by 8 · see citing works
Sense of Belonging in the Time of COVID-19: Examining the Role of Friendships
Mignone, P. O. (2025) · The Journal of College and University Student Housing · doi:10.71348/001c.142695
- Authors
- Tinto, V.
- Affiliations
- Syracuse University (US)
- Corresponding author
- Tinto, Vincent
- ORCID
- Tinto, Vincent
- Venue
- Journal of College Student Retention: Research, Theory & Practice
- Publisher
- SAGE Publications
- Published
- 2015-12-11
- Volume
- 19
- Issue
- 3
- Pages
- 254-269
- ISSN
- 1521-0251 (ISSN-L)
- 1541-4167
- OpenAlex
- W2409037778
- Cited by
- 673
- References
- 7
- Citations by year
- 2026: 103 · 2025: 90 · 2024: 74 · 2023: 87 · 2022: 103 · 2021: 69 · 2020: 62 · 2019: 54 · 2018: 23 · 2017: 4 · 2016: 3 · 2015: 1
- FWCI
- 51.51
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of College Student Retention Research Theory & Practice (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Demography › Evasion and Academic Success Factors
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- student retention, student persistence, student perceptions, institutional action, conceptual model, graduation, higher education
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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