*Validation Experiences and Persistence Among Urban Community College Students
Barnett, Elisabeth
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Permalink
https://hdl.handle.net/2142/79953
Description
Title
*Validation Experiences and Persistence Among Urban Community College Students
Author(s)
Barnett, Elisabeth
Issue Date
2006
Doctoral Committee Chair(s)
Bragg, Debra D.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Higher
Language
eng
Abstract
Sub-constructs of faculty validation emerged, with items loading onto four components: students known and valued, good instruction, appreciation for diversity, and mentoring. Faculty validation was found to strongly predict students' sense of integration; each of the sub-constructs of faculty validation predicted student integration at a moderate to strong level, with good instruction the strongest predictor. Faculty validation modestly predicted students' intent to persist; two sub-constructs of faculty validation modestly predicted intent to persist---students known and valued and mentoring. Student integration modestly predicted intent to persist. Faculty validation's effect upon intent to persist was indirect, mediated through students' sense of integration.
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