Refining the Spady–Tinto approach

the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

authored by
Andreas Hadjar, Christina Haas, Irina Gewinner
Abstract

Based on the classic models developed by Spady and Tinto on the link between social and academic integration and dropout, we propose a refined model to explain dropout intentions–relating to dropout from higher education (HE) and dropout from a specific study programme–that more strongly emphasises individual background characteristics (e.g. gender, social origin, and immigration background). Additionally, we consider students’ satisfaction with the institutional support structures. Using Eurostudent survey data, this conceptual model was tested using structural equation modelling in the international and diverse HE context of Luxembourg. While the fitted model confirmed most of the expected associations of the conventional Spady–Tinto approach, initial study commitment was not linked to social integration (contacts with fellow students). We were able to identify satisfaction with institutional support as a key factor in explaining dropout intention, thus contributing to existing knowledge. In addition, we found that the link between socioeconomic factors and dropout intention from a study programme is not entirely mediated by the Spady–Tinto factors of commitment and integration.

Organisation(s)
Sociology Department
External Organisation(s)
University of Luxembourg
University of Fribourg
Leibniz Institute for Educational Trajectories (LIfBi)
Type
Article
Journal
European Journal of Higher Education
Volume
13
Pages
409-428
No. of pages
20
ISSN
2156-8235
Publication date
2023
Publication status
Published
Peer reviewed
Yes
ASJC Scopus subject areas
Education
Sustainable Development Goals
SDG 10 - Reduced Inequalities
Electronic version(s)
https://doi.org/10.1080/21568235.2022.2056494 (Access: Open)