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An analysis of institutional commitm...

Wynne, Catherine.

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An analysis of institutional commitment and goal commitment at a community college.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An analysis of institutional commitment and goal commitment at a community college./
作者:	Wynne, Catherine.
面頁冊數:	123 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4348.
Contained By:	Dissertation Abstracts International66-12A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3199989
ISBN:	9780542465031

An analysis of institutional commitment and goal commitment at a community college.
Wynne, Catherine.

An analysis of institutional commitment and goal commitment at a community college. - 123 p.

Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4348.

Thesis (Ph.D.)--New York University, 2006.

The major focus of this research was an analysis of the structural and causal influences of institutional commitment and goal commitment on a two-year community college sample. The purpose was to confirm the established two-factor structure of institutional commitment (Nora and Cabrera, 1993) and the three-factor structure of goal commitment (Allen and Nora 1995) on a sample of students from a large, suburban, community college. The construct validity of institutional commitment and goal commitment has not been validated on a 2-year community college sample. A survey providing the 20 items representing the theoretical basis of the commitment constructs was administered to all first time students in the Fall 2001 semester. Student performance was tracked for four semesters. College initiated student dismissals were removed from the file. The resulting file provided student's initial levels of institutional and goal commitment, along with demographic and persistence data. This dissertation focused on the following questions: (1) Are the results of the confirmatory factor analysis of the institutional commitment construct, conducted on a 4-year institution by Nora and Cabrera (1993), generalizable to a 2-year community college sample? (2) Are the results of the confirmatory factor analysis of the goal commitment construct, conducted on a 4-year institution by Allen and Nora (1995), generalizable to a 2-year community college sample? (3) What are the effects of goal commitment and institutional commitment on persistence behavior in the presence of each other? (a) What are the effects of the commitment factors on short-term persistence? (b) What are the effects of the commitment factors on long-term persistence? (4) Do initial goal and institutional commitment levels affect persistence outcomes differently for male and female students? (5) Lastly, do results vary by campus?

ISBN: 9780542465031Subjects--Topical Terms:

626654
Education, Sociology of.

An analysis of institutional commitment and goal commitment at a community college.
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520 $a The major focus of this research was an analysis of the structural and causal influences of institutional commitment and goal commitment on a two-year community college sample. The purpose was to confirm the established two-factor structure of institutional commitment (Nora and Cabrera, 1993) and the three-factor structure of goal commitment (Allen and Nora 1995) on a sample of students from a large, suburban, community college. The construct validity of institutional commitment and goal commitment has not been validated on a 2-year community college sample. A survey providing the 20 items representing the theoretical basis of the commitment constructs was administered to all first time students in the Fall 2001 semester. Student performance was tracked for four semesters. College initiated student dismissals were removed from the file. The resulting file provided student's initial levels of institutional and goal commitment, along with demographic and persistence data. This dissertation focused on the following questions: (1) Are the results of the confirmatory factor analysis of the institutional commitment construct, conducted on a 4-year institution by Nora and Cabrera (1993), generalizable to a 2-year community college sample? (2) Are the results of the confirmatory factor analysis of the goal commitment construct, conducted on a 4-year institution by Allen and Nora (1995), generalizable to a 2-year community college sample? (3) What are the effects of goal commitment and institutional commitment on persistence behavior in the presence of each other? (a) What are the effects of the commitment factors on short-term persistence? (b) What are the effects of the commitment factors on long-term persistence? (4) Do initial goal and institutional commitment levels affect persistence outcomes differently for male and female students? (5) Lastly, do results vary by campus?
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