Esau Tovar, Ph.D. Santa Monica College

CLAREMONT GRADUATE UNIVERSITYDISSERTATION COMMITTEE:• DR. DARYL G. SMITH, CHAIR• DR. DAVID DREW• DR. WILLIAM PEREZ

A Conceptual Model on the Impact of Mattering, Sense of Belonging, Engagement/Involvement, and Socio-Academic Integrative Experiences on Community College Students’ Intent to Persist

RP Group 2014 Excellence in Thesis/Dissertation Award

STATEMENT OF THE PROBLEM1

2

3

PURPOSE OF THE STUDY

IMPLICATIONS

4 FINDINGS

5

METHOD & RESEARCH QUESTIONS

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STATEMENT OF THE PROBLEM

High attrition/low degree attainment

1

STATEMENT OF THE PROBLEM TOVAR: IN

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Stopout & “Graduation” Rates at Community Colleges

Latinos Black White Asian0

10

20

30

40

50

6053

49

44

32

1612

2326

Stopout RateGraduation Rate (AA/Cert.)

Snyder & Dillow, 2011

55%1ST TO 2ND YEAR

RETENTION RATE FOR PUBLIC COMMUNITY COLLEGE STUDENTS

40% FOR PT 60% FOR FT

American College Testing, 2011

Barriers to Degree Attainment / Risk Factors

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Skomsvold et al., 2011

Work Family responsibilities

Low income

Remediation & “cool out”

First

Generation

Commute

Part-time

College Student Persistence ModelsSTATEMENT OF THE PROBLEM TO

VAR: INTEN

T TO PERSIST M

ODEL

• Multitude of models have been proposed to explicate the dropout process of college students

• Vincent Tinto’s theory of individual student departure continues to predominate the college persistence literature, emphasizing the role of:• Student commitment to the institution• Academic integration• Social integration

• Criticisms: onus is on the student; applicability to ethnic/racial minorities, first-generation, community college students, low SES

• Alternate theoretical models ignored: sense of belonging, validation, mattering, engagement, campus climate

STATEMENT OF THE PROBLEM

Multitude of persistence models

CCs in an expanding global economy

High attrition/low degree attainment

1

No single “best” solution available

Reexamine college-student interactions

Need to integrate leading constructs

PURPOSE OF THE STUDY

1

Integrate multiple constructs impacting college student persistence into single model

Assess the concomitant effect of model variables/ factors on intent to persist for diverse CC students

1

2

2

METHODS & RESEARCH QUESTIONS

4 Research Questions; 5 Hypotheses

Conceptual Model based on I-E-O Framework

Structural Equation Modeling

3

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Model Specification & Assessment

Data Source, Sampling:• Archival data held by author from a previous study• 2,347 students responded; 2,200 complete surveys; 2,088 responses

kept in analysis (following univariate/multivariate outlier deletion)• 41% males; 59% female; • Mean age=24.5; 86% were 18-24• 36% White; 22% Latino/a; 21% Asian/PI; 5% Black; 6% Other; 5%

Multiracial; 6% declined to state; <1% AINA• 52% full-time; 13% F1-Visa• 14% first semester; 27% 2 semesters; 31% 3-4 semesters; 29% 5+

semesters

Hypothesized relationships for conceptual modelTO

VAR: INTEN

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Race/Ethnicity were modeled in multiple group invariance analyses for structural model

Hypothesized relationships for conceptual modelTO

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Key Proposition:Perceived institutional

commitment to students directly or indirectly

impacts student perceptions of mattering,

sense of belonging, institutional

involvement/engagement, socio-academic integrative

experiences, goal (educational) commitment,

and ultimately intent to persist to degree

completion.

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Institutional Commitment to Students:• Demonstrated in

institutional actions to facilitate college transition and adjustment.

• Actions and behaviors by institutional agents in ongoing interactions to facilitate student development in a positive learning environment.

Hostile Campus Climate• Experiences of isolation at

the college owning to personal characteristics: gender, race/ethnicity, sexual orientation, and age).

Interactions with Diverse Peers:• Degree to which peer interactions with racially/ethnically diverse peers are viewed as positive

and relationships are characterized as close, supportive, and available.

Socio-Academic Integrative Experiences:• Reflect student interactions with institutional agents of an

academic and social nature that may co-occur (Deil-Amen, 2011), in and out of the classroom, which facilitate student integration to the institution.

Mattering to the College• Student perceptions that there are individuals at the college,

who are interested in their success and well-being. • This interest may be expressed affectively or behaviorally—

positively and negatively.• Demonstrating concern, lending attention, noticing their

presence or absence, recognizing accomplishments, expressing disappointment.

Engagement/Involvement• Activities deemed as educationally

beneficial practices (Kuh, 2006) facilitating student outcomes, including studying, honors courses, student leadership, volunteering.

Sense of Belonging:• Perceptions of

belonging, fit, acceptance, or rejection at the institution.

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Research Questions & Analysis

Summary of Research Questions:Q1, 1.1. Assessment of fit for implied measurement model for each of the seven (7) factors

[Analysis: Confirmatory Factor Analysis & multiple group invariance analysis]

Q2, 2.1 Assessment of fit for hypothesized structural model regressing intent to persist on all variables/factors[Analysis: SEM & multiple group invariance analysis]

Q3. Given a good fit for the global structural model, assess findingsfor 5 proposed directional hypotheses (Model Propositions)[Analysis: Direct, Indirect, Total Effects on intent to persist for ALL Students, White,

Latino/a, and Asian students]

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Research Questions & Analysis

5 Directional Hypotheses—RQ3:H1. Institutional commitment to students will exert a positive and direct effect on sense of belonging, mattering, involvement,

goal commitment, and intent to persist.

H2. Institutional commitment to students and interactions with racially/ethnically diverse peers will positively impact sense of belonging to the institution. By contrast, perceptions of a hostile campus climate will negatively impact sense of belonging. Sense of belonging will exert a direct and positive effect on intent to persist.

H3. Institutional commitment to students and interactions with racially/ethnically diverse peers will positively impact students’ perceptions of mattering to the institution. By contrast, perceptions of a hostile campus climate will negatively impact mattering. Mattering, in turn will exert a direct positive effect on sense of belonging, involvement/engagement and socio-academic integrative experiences, and an indirect effect on intent to persist through sense of belonging, involvement/engagement and socio-academic integrative experiences.

H4. Institutional commitment to students and perceptions of mattering to the college will positively impact students’ involvement/engagement. Involvement/ engagement will exert a positive and direct effect on sense of belonging, socio- academic integrative experiences, and on intent to persist. Involvement/ engagement will exert an indirect effect on persistence through socio-academic integrative experiences and goal commitment.

H5. Perceptions of mattering to the college and involvement/engagement at the institution will positively impact socio- academic integrative experiences. Socio-academic integrative experiences will have a positive and direct effect on intent to persist, and an indirect effect mediated by goal commitment.

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Model Specification & Assessment

Model Specification & Hypothesis Testing:

• Model testing via Structural Equation Modeling (AMOS)• Model Estimation: Maximum Likelihood

• Multivariate non-normality: 2000 bootstrap sets• Use Bollen-Stine corrected chi-square

• Model Fit: assess via various indices• Chi-square to degrees of freedom ratio (< 4.0)• CFI > .90-95; RMSEA < .06; SRMR < .10

• Model Respecification:• Evaluated standardized residuals, modification indices,

expected parameter change statistic, cross-loading items• Simple structure highly desired

FINDINGS4

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Findings—Research Question 2

Research Question 2—The Structural (Conceptual) Model:• Alternate respecified structural model of best fit was

derived• 14 of the original 36 hypothesized causal paths removed: non-significant

regression weights;• 13 regression paths added to the model; • 2 cross-loading items were deleted;

• Most significant path deletions from a theoretical perspective: • engagement/involvement socio-academic integrative experiences• institutional commitment to students goal commitment• socio-academic integrative experiences goal commitment .

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Standardized coefficients for Respecified Structural Model on intent to persist: Model of best fit.

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Findings—Research Question 2.1

Research Question 2.1—Invariance of Respecified Structural Model 2:• Structural model was fully invariant for White, Latino/a,

Asian students

Conclusion: • Respecified Structural Model is comparable across

groups• Thus, the direct, indirect, and total effects for the

model may be examined and compared across groups

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Findings—Decomposition of Effects

Intent to Persist—Total Effects (standardized)•Variance accounted for: ALL = 20%; White = 21%; Latino = 19%; Asian = 28%

SUPFA

MFRD(D

)

ENGAGE(D)

SOB(D

)

INTEGR(D)

GOAL(D)

GPA(D)

LOA(D

)

IC2S(I)

IWDP(I)

HCC(I)

MATTER(I)

UNITS(I)

FINANCES(I

)

GENDER(I)

-0.1

0

0.1

0.2

0.3

0.4

0.5

ALL White Latino/a Asian

Direct Effects Indirect Effects

= n.s.

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Findings—Decomposition of Effects

Perceptions of Mattering—Total Effects (standardized)•Variance accounted for: ALL = 48%; White = 48%; Latino = 54%; Asian = 49%

IC2S IWDP GENDER SUPFAM (I)0

0.1

0.2

0.3

0.4

0.5

0.6

ALL White Latino/a AsianDirect Effects Indirect Effects

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Findings—Decomposition of Effects

Sense of Belonging—Total Effects (standardized)•Variance accounted for: ALL = 52%; White = 50%; Latino = 53%; Asian = 53%

IC2S IWDP HCC MATTER GENDER SUPFAM (I)

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

ALL White Latino/a AsianDirect Effects Indirect Effects

= n.s.

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Findings—Decomposition of Effects

Engagement/Involvement—Total Effects (standardized)•Variance accounted for: ALL = 24%; White = 29%; Latino = 29%; Asian = 11%

MATTER UNITS LOA IC2S (I) IWDP (I) SUPFAM (I) GENDER (I)0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

0.4

0.45

0.5

ALL White Latino/a AsianDirect Effects Indirect Effects

= n.s.

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Findings—Decomposition of Effects

Socio-Academic Integrative Experiences—Total Effects (standardized)•Variance accounted for: ALL = 46%; White = 45%; Latino = 49%; Asian = 41%

IC2S IWDP MATTER SUPFAM GENDER(I)0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

ALL White Latino/a AsianDirect Effects Indirect Effects

= n.s.

IMPLICATIONS

Implications for Practice

Implications for Theory

Implications for Research

5

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Findings support and question theoretical assumptions:

Question assumptions that:• institutional commitment to students• socio-academic integration, and • sense of belonging directly impact persistence (Caveat: This study focused on “intentions” to persist, not actual persistence)

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Implications for Theory

• The study showed there is a benefit to incorporating multiple constructs—that are often studied separately in college persistence studies—into a single conceptual framework.

• Study lends support to the role of families and friends in promoting student success and persistence—no need for SEPARATION from former communities.

• Engagement, institutional commitment to students, interactions with diverse peers, mattering/validation play crucial role in persistence.

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• Develop improved measures for engagement/involvement and socio-academic integrative experiences reflective of community colleges and of community college students.

• Validity of the conceptual model should be studied with a variety of community colleges, especially since their educational missions and values differ.

• Test the conceptual model by integrating longitudinal data, including actual persistence to degree completion indicators or progression milestones.

• Multiple group invariance analyses for the underlying structural framework of the model for gender, socio-economic status, residency status, age, should be conducted.

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Implications for Practice

• College transition support from family and friends exerted the highest impact on intent to persist for community college students.

• Recommendation:Actively integrate specific ideas into college orientation programs, workshops, or in semi-formal family/friends mentoring/academic coaching programs on how family and friends can be involved in students’ education (with limitations)

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Implications for Practice

Family/Friends Involvement Examples

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Implications for Practice

• Since institutional commitment to students, mattering, and interactions with diverse peers play an important role in intermediate college outcomes, there exists an opportunity for community colleges to “exploit” the impact of these constructs in students’ academic lives.• Institute cost-neutral/inexpensive professional

development activities designed to enhance non-cognitive factors with potential to increase persistence.

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Implications for Practice

Question for You!

What low cost activity(ies) can your college implement fairly easily and across the board to address the following:

• Increase student perceptions that your college is COMMITTED to student success (beyond what you say in your Mission/Vision).

• Validate students and increase their sense of belonging to your college.

QUESTIONS