Faculty Support and Student Retention

The Perceived Faculty Support Scale was completed by 300 associate degree students who persisted to completion, 83 who withdrew voluntarily, and 75 who withdrew due to academic failure. Factor analysis yielded the dimensions of psychological and functional support. Students who perceived greater fac...

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Veröffentlicht in:	Journal of Nursing Education 2003-02, Vol.42 (2), p.68-76
1. Verfasser:	Shelton, Elisabeth N
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic achievement Academic failure Academic Persistence Adolescent Adult Associate Degrees Careers Education, Nursing, Associate - organization & administration Educational Measurement Faculty, Nursing - organization & administration Female Humans Influence Interprofessional Relations Male Mentors Middle Aged Nontraditional students Nurses Nursing education Nursing Education Research Nursing schools Nursing Students Perception Postsecondary Education School Holding Power Secondary schools Social Support Social Support Groups Student retention Students Success Teacher Behavior Teacher Student Relationship Withdrawal (Education)
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Beschreibung
Zusammenfassung:	The Perceived Faculty Support Scale was completed by 300 associate degree students who persisted to completion, 83 who withdrew voluntarily, and 75 who withdrew due to academic failure. Factor analysis yielded the dimensions of psychological and functional support. Students who perceived greater faculty support were more likely to persist. (Contains 45 references.) (SK)
ISSN:	0022-3158 0148-4834 1938-2421
DOI:	10.3928/0148-4834-20030201-07