The DOI matches its Crossref record; 36 of the 37 references it cites were found in a registry or an index.
The Psychology Underlying Successful Retention Practices
Abstract
This article describes the psychological processes that lead to academic and social integration based on a retention model proposed by the authors (Bean & Eaton, 2000). It also describes how successful retention programs such as learning communities, freshman interest groups, tutoring, and orientation rely on psychological processes. Four psychological theories form the basis for our recommendations: attitude-behavior theory which provides the overall structure of the theoretical model, and coping behavioral (approach-avoidance) theory, self-efficacy theory, and attribution (locus of control) theory that lead to academic and social integration.
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“Bean and Eaton (2001) also found that the explicit instruction of study skills, time management, and resource utilization increased students' coping skills which can impact persistence and retention when students are faced with unexpected challenges.”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Bean and Eaton (2001)
In the citing paper
“Similarly, Bean and Eaton (2001) found that students who spent time internally interacting with faculty, staff, and peers were more persistent than students who spent time invested externally with family, non-college friends, and external employers.”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Bean and Eaton (2001)
In the citing paper
“Tinto (1975;2006) and Astin (1997Astin ( , 1999)), and Bean and Eaton's (2001) research on belonging dovetail here to support the concept that relationships are essential for increasing persistence.”
From Online or Face to Face? The Modality of a Learning Strategies Course and Impacts on Grades, GPA, Retention and Persistence for Developmental Students (2026) · cites this paper as Bean and Eaton (2001)
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Cited by
Sorted by citations
Tinto, V. (2017) · Journal of College Student Retention: Research, Theory & Practice · doi:10.1177/1521025115621917 · Cited by 673
Instructor–Student and Student–Student Rapport in the Classroom
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Metadata
- Authors
- Bean, J., & Eaton, S. B.
- Affiliations
- Indiana University Bloomington (US)
- Northern Illinois University (US)
- Venue
- Journal of College Student Retention: Research, Theory & Practice
- Publisher
- SAGE Publications
- Published
- 2001-05
- Volume
- 3
- Issue
- 1
- Pages
- 73-89
- ISSN
- 1521-0251 (ISSN-L)
- 1541-4167
- OpenAlex
- W2160476973
- Cited by
- 464
- References
- 37
- Citations by year
- 2026: 19 · 2025: 21 · 2024: 28 · 2023: 19 · 2022: 26 · 2021: 32 · 2020: 41 · 2019: 31 · 2018: 22 · 2017: 31 · 2016: 25 · 2015: 21 · 2014: 25 · 2013: 25 · 2012: 12
- FWCI
- 10.44
- 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 › Education › Evasion and Academic Success Factors
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Keywords
- student retention, college retention, academic integration, social integration, learning communities, tutoring, orientation programs, coping styles, self-efficacy, locus of control, attribution theory
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