Higher education institutions in the United States and across the world have significant concerns with retention and success of students. Retaining a student is critical to the institution’s ability to achieve its mission. Institutions with high rates of attrition mean that they have failed to achieve their purposes. Higher education is a globalized market that experiences stiff competition; therefore, high student attrition figures can damage the reputation of the institution. Individuals who obtain college degrees not only gain economic advantage compared to those with high school diplomas, but they also experience increased well-being. Student retention is a compelling issue due to the changing needs of students with diverse background and educational quality assurance (Othman, et al., 2013). Also, there is the need to widen the participation of under-represented group. Although there are changes in the current landscape of higher education, student retention is influenced by attitude and satisfaction, academic performance, social and family support and academic engagement.

First, student attitudes and satisfaction influence their commitment to the college. Students with positive attitudes about the education system of the institution tend to remain in the institution since they believe they will succeed in the academic world (Martin, 2006). Also, with a significant opportunity, students will be satisfied with their institution and have a high self-esteem with the social payoff. Second, academic performance plays a significant role in student retention. High school and college GPA is a significant predictor of persistence for students (Othman, et al., 2013). Students with high test scores are more likely to attain a bachelor’s degree. The academic performance also entails student academic discipline. Students that portray good academic self-discipline tend to have better academic performance that increases their retention rate. Another academic performance indicator is course load and credit earned. An institution with a higher number of credit hours and students attend classes full-time has a higher retention rate compared to those that allow students to attend classes on a part-time basis.

Third, academic engagement includes activities such as clubs participation and research. According to Marsh (2014), student engagement in academic has a positive influence on retention. This is because students can cope with stress and are more satisfied with the education system of the institution. Moreover, citing Thomas, Crosling and Heagney (2009), student participation in research may help to integrate and prepare them for graduate education. Fourth, a higher level of social and family support correlates with student retention. Family support, faculty and staff support results in fewer feelings of loneliness among students thus increasing their retention. Students may share their academic experience through social support such as learning communities and cohorts.

In conclusion, student retention is a sophisticated issue; therefore, learning institutions need to use various interventions in an attempt to decrease attrition. Factors that influence student retention in higher education include attitude and satisfaction, academic performance, social and family support and academic engagement. The attitudes and satisfaction of students influence their commitment to the college. Institutions that focus on improving student academic performance tend to increase the retention rate. Other than the above factors, learning institutions need to obtain significant information from various research to comprehensively study student retention.

References

Martin, A. J. (2006). The relationship between teachers’ perceptions of student motivation and engagement and teachers’ enjoyment of and confidence in teaching. Asia‐Pacific Journal of Teacher Education, 34(1), 73-93.

Marsh, G. (2014). Institutional characteristics and student retention in public 4-year colleges and universities. Journal of College Student Retention: Research, Theory & Practice, 16(1), 127-151.

Othman, N., Nordin, F., Nor, N. M., Endot, Z., Azmi, A., Ismail, I., & Yaakob, A. (2013). Factors influencing students’ academic aspirations in higher institution: a conceptual analysis. Procedia-Social and Behavioral Sciences, 90, 411-420.

Thomas, L., Crosling, G. M., & Heagney, M. (2009). Improving student retention in higher education. Australian Universities Review, 51(2), 9-18.

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