The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Dropouts from Higher Education: Path Analysis of a National Sample
Abstract
Path analysis was used to test the Tinto model of college dropout using a sample drawn from the National Longitudinal Study of the High School Class of 1972. Through path analysis, a more parsimonious causal model was derived. Pre-college characteristics predicted college integration, but did not directly affect the dropout decisions. Factors related to the integration of the student into the college's academic setting appeared to be far more important to subsequent dropout decisions than were factors related to integration into the social setting. The commitment of the student to the goal of college completion had the strongest positive effect on the decision to remain in school.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Dropouts from higher education: Toward an empirical model
Spady, W. G. (1971) · Interchange · doi:10.1007/bf02282469 · Cited by 768
Social Class, Parental Encouragement, and Educational Aspirations
Sewell, W. H., & Shah, V. P. (1968) · American Journal of Sociology · doi:10.1086/224530 · Cited by 457
Cited by
A Conceptual Model of Nontraditional Undergraduate Student Attrition
Bean, J. P., & Metzner, B. S. (1985) · Review of Educational Research · doi:10.3102/00346543055004485 · Cited by 2,017
Hausmann, L. R. M., Schofield, J. W., & Woods, R. L. (2007) · Research in Higher Education · doi:10.1007/s11162-007-9052-9 · Cited by 954
Stages of Student Departure: Reflections on the Longitudinal Character of Student Leaving
Tinto, V. (1988) · The Journal of Higher Education · doi:10.2307/1981920 · Cited by 949
(2013) · Cited by 834
Emotional, Social, and Academic Adjustment of College Students: A Longitudinal Study of Retention
Gerdes, H., & Mallinckrodt, B. (1994) · Journal of Counseling & Development · doi:10.1002/j.1556-6676.1994.tb00935.x · Cited by 773
Metadata
- Authors
- Munro, B. H.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publications
- Published
- 1981
- Volume
- 18
- Issue
- 2
- Pages
- 133
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W2099496594
- Cited by
- 249
- References
- 2
- FWCI
- 54.80
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
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.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
