A Conceptual Model on the Impact of
Mattering, Sense of Belonging,
Engagement/Involvement, and SocioAcademic Integrative Experiences on
Community College Students’ Intent to Persist
RP Group 2014 Excellence in Thesis/Dissertation Award
Esau Tovar, Ph.D.
Santa Monica College
CLAREMONT GRADUATE UNIVERSITY
DISSERTATION COMMITTEE:
• DR. DARYL G. SMITH, CHAIR
• DR. DAVID DREW
• DR. WILLIAM PEREZ
STATEMENT OF THE PROBLEM
2
PURPOSE OF THE STUDY
3
METHOD & RESEARCH QUESTIONS
4
FINDINGS
5
IMPLICATIONS
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1
High attrition/low degree attainment
1
STATEMENT OF THE PROBLEM
60
53
49
50
44
40
32
30
26
23
55%
1ST TO 2ND YEAR RETENTION
RATE FOR PUBLIC
COMMUNITY COLLEGE
STUDENTS
40% FOR PT
60% FOR FT
American College Testing, 2011
20
16
12
10
0
Latinos
Stopout Rate
Black
White
Asian
Graduation Rate (AA/Cert.)
Snyder & Dillow, 2011
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Stopout & “Graduation” Rates at Community Colleges
Part-time
Low income
First Generation
Remediation &
“cool out”
Commute
Work
Family
responsibilities
Skomsvold et al., 2011
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Barriers to Degree Attainment / Risk Factors
•
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, firstgeneration, community college
students, low SES
•
Alternate theoretical models
ignored: sense of belonging,
validation, mattering,
engagement, campus climate
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College Student Persistence Models
High attrition/low degree attainment
CCs in an expanding global economy
Multitude of persistence models
No single “best” solution available
Reexamine college-student interactions
Need to integrate leading constructs
1
STATEMENT OF THE PROBLEM
1
2
PURPOSE OF THE STUDY
1
Integrate multiple constructs impacting college
student persistence into single model
2
Assess the concomitant effect of model variables/
factors on intent to persist for diverse CC students
Conceptual Model based on I-E-O Framework
Structural Equation Modeling
4 Research Questions; 5 Hypotheses
3
METHODS & RESEARCH QUESTIONS
• 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
Model Specification & Assessment
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Data Source, Sampling:
Race/Ethnicity were modeled in multiple group invariance analyses for
structural model
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Hypothesized relationships for conceptual model
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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Hypothesized relationships for conceptual model
Factor Descriptions:
Hostile Campus Climate
• Experiences of isolation at
the college owning to
personal characteristics:
gender, race/ethnicity,
sexual orientation, and
age).
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.
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.
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.
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.
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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.
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 findings
for 5 proposed directional hypotheses (Model Propositions)
[Analysis: Direct, Indirect, Total Effects on intent to persist for ALL Students, White,
Latino/a, and Asian students]
Research Questions & Analysis
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Summary of Research Questions:
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, socioacademic 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 socioacademic 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.
Research Questions & Analysis
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5 Directional Hypotheses—RQ3:
• 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
Model Specification & Assessment
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Model Specification & Hypothesis Testing:
4
FINDINGS
•
•
•
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 .
Findings—Research Question 2
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Research Question 2—The Structural (Conceptual) Model:
• Alternate respecified structural model of best fit was
derived
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Standardized coefficients for Respecified Structural Model on intent to persist: Model of best fit.
• 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
Findings—Research Question 2.1
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Research Question 2.1—Invariance of Respecified
Structural Model 2:
• Variance accounted for: ALL = 20%; White = 21%; Latino = 19%; Asian = 28%
0.5
0.4
0.3
0.2
0.1

0


 





-0.1
Direct Effects
 = n.s.
Indirect Effects
ALL
White
Latino/a
Findings—Decomposition of Effects
Asian
 

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Intent to Persist—Total Effects (standardized)
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Perceptions of Mattering—Total Effects (standardized)
• Variance accounted for: ALL = 48%; White = 48%; Latino = 54%; Asian = 49%
0.6
0.5
0.4
0.3
0.2
0.1
0
IC2S
IWDP
GENDER
Direct Effects
ALL
White
SUPFAM (I)
Indirect Effects
Latino/a
Findings—Decomposition of Effects
Asian
• Variance accounted for: ALL = 52%; White = 50%; Latino = 53%; Asian = 53%
0.6
0.4
0.2
0
IC2S
IWDP
HCC
MATTER

GENDER 
SUPFAM (I)
-0.2
-0.4
-0.6
Direct Effects
 = n.s.
ALL
White
Indirect Effects
Latino/a
Findings—Decomposition of Effects
Asian
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Sense of Belonging—Total Effects (standardized)
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Engagement/Involvement—Total Effects (standardized)
• Variance accounted for: ALL = 24%; White = 29%; Latino = 29%; Asian = 11%
0.5
0.45
0.4
0.35
0.3
0.25
0.2
0.15
0.1
0.05
0
MATTER
UNITS
LOA
IC2S (I)
Direct Effects
 = n.s.
IWDP (I)
SUPFAM (I)
Indirect Effects
ALL
White
Latino/a
Findings—Decomposition of Effects
Asian
GENDER (I)
• Variance accounted for: ALL = 46%; White = 45%; Latino = 49%; Asian = 41%
0.7
0.6
0.5
0.4
0.3
0.2
0.1

0
IC2S
IWDP
MATTER
SUPFAM
Direct Effects
 = n.s.
ALL
White
GENDER(I)
Indirect Effects
Latino/a
Findings—Decomposition of Effects
Asian
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Socio-Academic Integrative Experiences—Total Effects (standardized)
Implications for Theory
Implications for Research
Implications for Practice
5
IMPLICATIONS
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)
Implications for Theory
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Findings support and question theoretical
assumptions:
• 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.
Implications for Theory
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• 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.
Implications for Research
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• Develop improved measures for engagement/involvement and socioacademic 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.
• 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)
Implications for Practice
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• College transition support from family and friends
exerted the highest impact on intent to persist for
community college students.
Implications for Practice
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Family/Friends Involvement Examples
• Institute cost-neutral/inexpensive professional
development activities designed to enhance noncognitive factors with potential to increase persistence.
Implications for Practice
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• 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.
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.
Implications for Practice
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Question for You!
QUESTIONS