Tinto's Theoretical Perspective and Expectancy-Value Paradigm: A confrontation to explain freshmen's academic achievement
<span>For decades, success in postsecondary education has preoccupied psychological and educational researchers. In this respect, Tinto's student integration model (1982, 1997) is one of the most frequently cited models. Tinto proposed that students' background characteristics, initi...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Ubiquity Press
2007-05-01
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| Series: | Psychologica Belgica |
| Online Access: | http://www.psychologicabelgica.com/articles/123 |
| _version_ | 1818671006230773760 |
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| author | Sandrine Neuville Mariane Frenay Julia Schmitz Gentiane Boudrenghien Bernadette Noël Vincent Wertz |
| author_facet | Sandrine Neuville Mariane Frenay Julia Schmitz Gentiane Boudrenghien Bernadette Noël Vincent Wertz |
| author_sort | Sandrine Neuville |
| collection | DOAJ |
| description | <span>For decades, success in postsecondary education has preoccupied psychological and educational researchers. In this respect, Tinto's student integration model (1982, 1997) is one of the most frequently cited models. Tinto proposed that students' background characteristics, initial intentions and aspirations towards college influence their academic and social integration, which in turn affect their persistence. Unfortunately, although this model is an integrative one, it does not take motivational variables such as students' self-efficacy (Bandura, 1997; Bong & Skaalvik, 2003) and students' subjective value of academic tasks (Eccles & Wigfield, 2002; Neuville, 2004) into account although their impact on learning has been widely demonstrated (Robbins, Lauver, Le, Davis, & Langley, 2004). The purpose of this study, conducted with 2637 first-year university students from all the Bachelor's degree programs of a Belgian university, is to compare, through structural equation models, the explanatory power of these two research traditions (students' integration, on the one hand, and a motivational paradigm, on the other hand) in predicting students' academic performance.</span> |
| first_indexed | 2024-12-17T07:17:08Z |
| format | Article |
| id | doaj.art-55396f02e6894a15bc0d3c149b91de3a |
| institution | Directory Open Access Journal |
| issn | 0033-2879 2054-670X |
| language | English |
| last_indexed | 2024-12-17T07:17:08Z |
| publishDate | 2007-05-01 |
| publisher | Ubiquity Press |
| record_format | Article |
| series | Psychologica Belgica |
| spelling | doaj.art-55396f02e6894a15bc0d3c149b91de3a2022-12-21T21:58:52ZengUbiquity PressPsychologica Belgica0033-28792054-670X2007-05-01471315010.5334/pb-47-1-31123Tinto's Theoretical Perspective and Expectancy-Value Paradigm: A confrontation to explain freshmen's academic achievementSandrine Neuville0Mariane Frenay1Julia Schmitz2Gentiane Boudrenghien3Bernadette Noël4Vincent Wertz5Université catholique de LouvainUniversité catholique de LouvainUniversité catholique de LouvainUniversité catholique de LouvainUniversité catholique de LouvainUniversité catholique de Louvain<span>For decades, success in postsecondary education has preoccupied psychological and educational researchers. In this respect, Tinto's student integration model (1982, 1997) is one of the most frequently cited models. Tinto proposed that students' background characteristics, initial intentions and aspirations towards college influence their academic and social integration, which in turn affect their persistence. Unfortunately, although this model is an integrative one, it does not take motivational variables such as students' self-efficacy (Bandura, 1997; Bong & Skaalvik, 2003) and students' subjective value of academic tasks (Eccles & Wigfield, 2002; Neuville, 2004) into account although their impact on learning has been widely demonstrated (Robbins, Lauver, Le, Davis, & Langley, 2004). The purpose of this study, conducted with 2637 first-year university students from all the Bachelor's degree programs of a Belgian university, is to compare, through structural equation models, the explanatory power of these two research traditions (students' integration, on the one hand, and a motivational paradigm, on the other hand) in predicting students' academic performance.</span>http://www.psychologicabelgica.com/articles/123 |
| spellingShingle | Sandrine Neuville Mariane Frenay Julia Schmitz Gentiane Boudrenghien Bernadette Noël Vincent Wertz Tinto's Theoretical Perspective and Expectancy-Value Paradigm: A confrontation to explain freshmen's academic achievement Psychologica Belgica |
| title | Tinto's Theoretical Perspective and Expectancy-Value Paradigm: A confrontation to explain freshmen's academic achievement |
| title_full | Tinto's Theoretical Perspective and Expectancy-Value Paradigm: A confrontation to explain freshmen's academic achievement |
| title_fullStr | Tinto's Theoretical Perspective and Expectancy-Value Paradigm: A confrontation to explain freshmen's academic achievement |
| title_full_unstemmed | Tinto's Theoretical Perspective and Expectancy-Value Paradigm: A confrontation to explain freshmen's academic achievement |
| title_short | Tinto's Theoretical Perspective and Expectancy-Value Paradigm: A confrontation to explain freshmen's academic achievement |
| title_sort | tinto s theoretical perspective and expectancy value paradigm a confrontation to explain freshmen s academic achievement |
| url | http://www.psychologicabelgica.com/articles/123 |
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