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Cited by 7,888Higher Education Research StudiesEvasion and Academic Success FactorsEducational Outcomes and Influences

Dropout from Higher Education: A Theoretical Synthesis of Recent Research

Tinto, Vincent·1975·Review of Educational Research
DOI 10.2307/1170024
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Abstract

Despite the very extensive literature on dropout from higher education, much remains unknown about the nature of the dropout process. In large measure, the failure of past research to delineate more clearly the multiple characteristics of dropout can be traced to two major shortcomings; namely, inadequate atten-tion given to questions of definition and to the development of theoretical models that seek to explain, not simply to describe, the processes that bring individuals to leave institutions of higher education. With regard to the former, inadequate attention given to definition has often led researchers to lump together, under the rubric of dropout, forms of leaving behavior that are very differ-ent in character. It is not uncommon to find, for instance, research on dropout that fails to distinguish dropout resulting from academic failure from that which is the outcome of voluntary withdrawal. Nor is it uncommon to find permanent dropouts placed together with persons whose leaving may be temporary in I am indebted to my research assistant, John B. Cullen, for having made an extensive literature search and compiling summaries of the literature for me. I am also indebted to Professors Peter Moock, to John Weidman, and to an unknown reviewer for their insightful comments on an earlier draft of this paper. The work reported here overlaps to a large extent work performed for the Office of

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  • Traditional models of persistence and retention may not be applicable to online learning because these models emphasize the role of social integration, a process very different for the online student.

    “Traditional models of persistence and retention (i.e., Bean & Metzner, 1985; Nora & Cabrera, 1996; Tinto, 1975, 1986, 1993, 2016) may not be applicable to online learning because these models emphasize the role of social integration, a process very different for the online student (Boston & Ice, 2011; Hachey et al., 2013; Rovai, 2002, 2003).”

    From Post-secondary online learning in the U.S.: an integrative review of the literature on undergraduate student characteristics (2022) · cites this paper as Tinto, 1975

  • Tinto's model highlights academic and social integration as the most important factor explaining student persistence.

    “This model highlights academic and social integration as the most important factor explaining student persistence.”

    From Examining indicators for effective studying – The interplay between student integration, psychological flexibility and self-regulation in learning (2018) · cites this paper as Tinto, 1975

  • When students fail to integrate into college, both socially and academically, they are more likely to drop out.

    “When students fail to integrate into college, both socially and academically, it will make students more likely to drop out (Tinto, 1975).”

    From Examining indicators for effective studying – The interplay between student integration, psychological flexibility and self-regulation in learning (2018) · cites this paper as Tinto, 1975

  • Participation in a learning community is positively correlated with traditional academic markers of success, including higher grades and retention, and with positive outcomes for students most at risk for leaving college, such as students underprepared for college-level coursework.

    “A number of studies have found a positive correlation between participation in a learning community and traditional academic markers of success, also finding positive outcomes for students most at risk for leaving college, such as students underprepared for college-level coursework [14–15].”

    From Success with EASE: Who benefits from a STEM learning community? (2019) · cites this paper as [14]

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Authors
Tinto, V.
Affiliations
Columbia University (US)
Corresponding author
Tinto, Vincent
ORCID
Tinto, Vincent
Venue
Review of Educational Research
Publisher
SAGE Publications
Published
1975
Volume
45
Issue
1
Pages
89
ISSN
0034-6543 (ISSN-L)
DOI
10.2307/1170024
OpenAlex
W2162897826
Cited by
7,888
References
81
Citations by year
2026: 261 · 2025: 294 · 2024: 329 · 2023: 373 · 2022: 402 · 2021: 429 · 2020: 480 · 2019: 413 · 2018: 364 · 2017: 364 · 2016: 373 · 2015: 373 · 2014: 379 · 2013: 372 · 2012: 339
FWCI
86.81
Type
journal article
Language
en
Open access
closed
Locations
Review of Educational Research (publishedVersion)
Topics
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Demography › Evasion and Academic Success Factors
  • Social Sciences › Education › Educational Outcomes and Influences
Keywords
school dropout, higher education, school failure, voluntary withdrawal

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