Refining the Spady–Tinto approach

the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

verfasst von

Andreas Hadjar, Christina Haas, Irina Gewinner

Abstract

Based on the classic models developed by Spady and Tinto on the link between social and academic integration and dropout, we propose a refined model to explain dropout intentions–relating to dropout from higher education (HE) and dropout from a specific study programme–that more strongly emphasises individual background characteristics (e.g. gender, social origin, and immigration background). Additionally, we consider students’ satisfaction with the institutional support structures. Using Eurostudent survey data, this conceptual model was tested using structural equation modelling in the international and diverse HE context of Luxembourg. While the fitted model confirmed most of the expected associations of the conventional Spady–Tinto approach, initial study commitment was not linked to social integration (contacts with fellow students). We were able to identify satisfaction with institutional support as a key factor in explaining dropout intention, thus contributing to existing knowledge. In addition, we found that the link between socioeconomic factors and dropout intention from a study programme is not entirely mediated by the Spady–Tinto factors of commitment and integration.

Organisationseinheit(en)

Institut für Soziologie

Externe Organisation(en)

University of Luxembourg
University of Fribourg
Leibniz-Institut für Bildungsverläufe e.V. (LIfBi)

Typ

Artikel

Journal

European Journal of Higher Education

Band

13

Seiten

409-428

Anzahl der Seiten

20

ISSN

2156-8235

Publikationsdatum

2023

Publikationsstatus

Veröffentlicht

Peer-reviewed

Ja

ASJC Scopus Sachgebiete

Ausbildung bzw. Denomination

Ziele für nachhaltige Entwicklung

SDG 10 – Weniger Ungleichheiten

Elektronische Version(en)

https://doi.org/10.1080/21568235.2022.2056494 (Zugang: Offen)