Abstract
Research on supportive communication was examined in relation to students’ goals of earning a college degree and their intent to persist. Theories of student departure (Bean, 1985; Tinto, 1993) informed research questions assessing the impact of how social support from family members and friends affected commitment to the goal of graduation and how commitment to the goal of graduation influenced intent to persist. First-year college students completed a questionnaire at 2 time points during their first year of college. Results revealed that initial support from family and friends positively impacted initial commitment to the goal of graduation. Subsequent support from family impacted subsequent commitment to the goal of graduating, and subsequent commitment to graduating impacted intention to persist.
Document Type
Article
Publication Date
9-2014
Digital Object Identifier (DOI)
http://dx.doi.org/10.1353/csd.2014.0064
Funding Information
This research was funded by the Manoa Undergraduate Experience and Engagement Committee, an initiative of the University of Hawai‘i at Manoa Office of Undergraduate Education to improve undergraduate student retention.
Repository Citation
Strom, Renee E. and Savage, Matthew W., "Assessing the Relationships Between Perceived Support From Close Others, Goal Commitment, and Persistence Decisions at the College Level" (2014). Communication Faculty Publications. 4.
https://uknowledge.uky.edu/comm_facpub/4
Table 1: Hierarchical Regression Results: Predicting Students’ Initial Commitment to the Goal of Graduation (RQ1)
55.6.strom_tab02f.jpg (109 kB)
Table 2: Hierarchical Regression Results: Predicting Students’ Subsequent Commitment to the Goal of Graduation (RQ2)
55.6.strom_tab03f.jpg (155 kB)
Table 3: Hierarchical Regression Results: Predicting Intention to Persist (RQ3)
Notes/Citation Information
Published in The Journal of College Student Development, v. 55, no. 6, p. 531-547.
Copyright © 2014 The Johns Hopkins University Press. This article first appeared in The Journal of College Student Development, Volume 55, Issue 6, Sept., 2014, pages 531-547.