Assessing the relationships between perceived support from close others, Goal commitment, And persistence decisions at the college level
Journal of College Student Development, ISSN: 1543-3382, Vol: 55, Issue: 6, Page: 531-547
2014
- 25Citations
- 855Usage
- 50Captures
- 1Mentions
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Metrics Details
- Citations25
- Citation Indexes24
- 24
- CrossRef19
- Policy Citations1
- 1
- Usage855
- Downloads790
- Abstract Views65
- Captures50
- Readers50
- 50
- Mentions1
- News Mentions1
- 1
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Article Description
Research on supportive communication was examined in relation to students' goals of earning a college degree and their intent to persist. Theories of student departure (Bean, 1985; Tinto, 1993) informed research questions assessing the impact of how social support from family members and friends affected commitment to the goal of graduation and how commitment to the goal of graduation influenced intent to persist. First-year college students completed a questionnaire at 2 time points during their first year of college. Results revealed that initial support from family and friends positively impacted initial commitment to the goal of graduation. Subsequent support from family impacted subsequent commitment to the goal of graduating, and subsequent commitment to graduating impacted intention to persist.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=84908009777&origin=inward; http://dx.doi.org/10.1353/csd.2014.0064; https://muse.jhu.edu/article/556684; https://uknowledge.uky.edu/comm_facpub/4; https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1004&context=comm_facpub; https://dx.doi.org/10.1353/csd.2014.0064
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