How Do Their Initial Goals Impact Students' Chances to Graduate? An Exploration of Three Types of Commitment
Although previous research has not consistently shown that uncertainty about academic major negatively impacts graduation, commitment is largely believed to affect college students' success. We investigated the impact of institutional commitment, commitment to an educational goal, and commitment to an academic major on the probabilities of graduation for a cohort of first-time first-year students. Results indicate that students with high institutional commitment and commitment to an educational goal were the most likely to graduate within 6 years, while commitment to an academic major was negatively associated with probabilities of degree completion. Suggested implications for advisors include fostering educational development, enhancing a student's bond with the institution, and encouraging students to explore academic major options.
Relative emphasis: * theory, research, practice
Contributor Notes
Steven Graunke is the Assessment Research Analyst at Ball State University. His research interests include first-year students, retention issues, and survey methodology. He can be reached at ssgraunke@bsu.edu.
Sherry Woosley, PhD, is the Assistant Director of Institutional Effectiveness and adjunct professor of Sociology at Ball State University. Her primary research interests are college student success, student transitions, and assessment methods. Her Email address is sawoosley@bsu.edu.
As the Assistant Dean in Ball State's University College, Laura Helms directs the Learning Center and the college's programs for undecided students. She is interested in the impact of academic support services and faculty engagement on student retention.
*See note on page 4.
