Academic and social integration and their relation to dropping out of teacher education: a comparison to other study programs

Introduction Academic and social integration have been identified as key predictors of the decision to drop out by higher education students. So far, there is limited knowledge about whether there are differences in the degree of integration between teacher education students and students in other a...

Full description

Saved in:
Bibliographic Details
Published inFrontiers in education (Lausanne) Vol. 8
Main Authors Franz, Sebastian, Paetsch, Jennifer
Format Journal Article
LanguageEnglish
Published Frontiers Media S.A 02.06.2023
Subjects
academic integration
dropout
higher education
initial teacher education
pre-service teacher
social integration
Online AccessGet full text

Cover

Abstract Introduction Academic and social integration have been identified as key predictors of the decision to drop out by higher education students. So far, there is limited knowledge about whether there are differences in the degree of integration between teacher education students and students in other academic programs, although these differences might affect the decision-making process of students and their likelihood of dropping out. Furthermore, it is still unclear if the reasons for students dropping out of teacher education programs differ from those in other academic programs. Methods This study aims to address this research gap by examining integration and dropout rates of 8,237 students who were studying to become teachers, compared to students in similar fields of study in German higher education. The data for the study were collected from the National Educational Panel Study (NEPS). Results The results revealed significant differences between teacher education students and other students in peer and faculty social integration, but not in normative and structural academic integration. However, no moderation effect of the teacher education program on the association of integration and dropout was found. Discussion The findings contribute to the discussion on causes of dropout in teacher education by showing higher values in peer social integration and lower values in faculty social integration for teacher education students. These results complement previous research by providing new findings on the causes of students’ decision to drop out of initial teacher education. Practical implications on how to increase retention in teacher education programs are discussed.
AbstractList IntroductionAcademic and social integration have been identified as key predictors of the decision to drop out by higher education students. So far, there is limited knowledge about whether there are differences in the degree of integration between teacher education students and students in other academic programs, although these differences might affect the decision-making process of students and their likelihood of dropping out. Furthermore, it is still unclear if the reasons for students dropping out of teacher education programs differ from those in other academic programs.MethodsThis study aims to address this research gap by examining integration and dropout rates of 8,237 students who were studying to become teachers, compared to students in similar fields of study in German higher education. The data for the study were collected from the National Educational Panel Study (NEPS).ResultsThe results revealed significant differences between teacher education students and other students in peer and faculty social integration, but not in normative and structural academic integration. However, no moderation effect of the teacher education program on the association of integration and dropout was found.DiscussionThe findings contribute to the discussion on causes of dropout in teacher education by showing higher values in peer social integration and lower values in faculty social integration for teacher education students. These results complement previous research by providing new findings on the causes of students’ decision to drop out of initial teacher education. Practical implications on how to increase retention in teacher education programs are discussed.
Introduction Academic and social integration have been identified as key predictors of the decision to drop out by higher education students. So far, there is limited knowledge about whether there are differences in the degree of integration between teacher education students and students in other academic programs, although these differences might affect the decision-making process of students and their likelihood of dropping out. Furthermore, it is still unclear if the reasons for students dropping out of teacher education programs differ from those in other academic programs. Methods This study aims to address this research gap by examining integration and dropout rates of 8,237 students who were studying to become teachers, compared to students in similar fields of study in German higher education. The data for the study were collected from the National Educational Panel Study (NEPS). Results The results revealed significant differences between teacher education students and other students in peer and faculty social integration, but not in normative and structural academic integration. However, no moderation effect of the teacher education program on the association of integration and dropout was found. Discussion The findings contribute to the discussion on causes of dropout in teacher education by showing higher values in peer social integration and lower values in faculty social integration for teacher education students. These results complement previous research by providing new findings on the causes of students’ decision to drop out of initial teacher education. Practical implications on how to increase retention in teacher education programs are discussed.
Author Franz, Sebastian
Paetsch, Jennifer
Author_xml – sequence: 1
  givenname: Sebastian
  surname: Franz
  fullname: Franz, Sebastian
– sequence: 2
  givenname: Jennifer
  surname: Paetsch
  fullname: Paetsch, Jennifer
BookMark eNpNkcFKJDEQhoO4oKu-wJ7yAjObTtLpxJuIuw4IXhS8hepKZYzMdJokc_Cw777OjIinKn7--ij4frLTKU_E2K9OLJWy7neksMOlFFItu25w0ugTdi57oRfS6pfTb_sZu6r1TQghhTWDcefs3w1CoG1CDlPgNWOCDU9To3WBlvJ0iNsrpcILbY5RyzyUPM9pWvO8azxH3gjwlQrff3IoXXPgmLczlFSPJ7ntC7XtwjufS_7gb-sl-xFhU-nqc16w5z93T7f3i4fHv6vbm4cFqn5oiw4lROckjDgohJ5otMI4dMr1QpoBMFo9CAux16MzanSoRhGU7tAEsqAu2OrIDRne_FzSFsq7z5D8Ichl7aG0hBvyw9g7IhWiA9QxaFCGbK_0YBU5Y7sPljyysORaC8UvXif83oc_-PB7H_7Th_oPc4uD0Q
CitedBy_id crossref_primary_10_1007_s35834_023_00406_5
Cites_doi 10.1177/1536867X1301300407
10.1007/BF00992201
10.1080/02607476.2020.1724652
10.1108/IJCED-10-2016-0019
10.2307/2960026
10.1016/j.tate.2012.03.003
10.1016/j.edurev.2015.02.001
10.1007/s11618-019-00908-x
10.3102/00346543076002173
10.1027/2151-2604/a000495
10.1024/1010-0652/a000119
10.1007/978-3-658-23162-0
10.1024/1010-0652/a000337
10.1007/s10734-021-00707-6
10.1037/a0037373
10.1037/a0026162
10.1023/A:1018789320129
10.1007/s11618-008-0044-0
10.1177/1521025115621917
10.3102/0013189X211000758
10.3102/00028312020001087
10.1007/s11233-019-09025-0
10.1080/13540600903475652
10.1177/00224871221108645
10.1023/A:1003920230873
10.2766/82696
10.1016/j.tate.2017.03.020
10.1007/s10734-019-00398-0
10.1080/0309877X.2019.1576860
10.1016/j.cedpsych.2011.01.002
10.1080/02619768.2020.1793949
10.1037/0033-2909.134.2.223
10.1007/978-1-4614-5149-5_4
10.1007/s11618-018-0852-9
10.1007/978-3-658-11994-2_18
10.1002/rev3.3202
10.1007/978-1-4614-5149-5_3
10.1080/00221546.1997.11779003
10.1037/edu0000021
10.1080/00131880903156906
10.1007/BF00992627
10.1080/21568235.2021.1930089
10.1080/00221546.2000.11778853
10.1007/s11618-019-00904-1
10.1111/ejed.12097
10.1080/03075070802592730
10.1080/2331186X.2016.1160524
10.1007/s11618-013-0343-y
10.1080/00221546.2000.11778854
10.1007/s10734-022-00881-1
10.1007/s11162-022-09703-w
10.1007/s10734-008-9181-x
10.1016/j.jvb.2018.03.005
10.1016/j.tate.2017.11.015
10.1016/j.learninstruc.2014.11.005
10.1080/01411926.2011.603035
10.1026/0049-8637/a000233
10.25656/01:24160
ContentType Journal Article
DBID AAYXX
CITATION
DOA
DOI 10.3389/feduc.2023.1179264
DatabaseName CrossRef
Directory of Open Access Journals
DatabaseTitle CrossRef
DatabaseTitleList
CrossRef
Database_xml – sequence: 1
  dbid: DOA
  name: DOAJ Directory of Open Access Journals
  url: https://www.doaj.org/
  sourceTypes: Open Website
DeliveryMethod fulltext_linktorsrc
Discipline Education
EISSN 2504-284X
ExternalDocumentID oai_doaj_org_article_7b59ee3df9ac4fd4a36e8534783e9681
10_3389_feduc_2023_1179264
GroupedDBID 9T4
AAFWJ
AAYXX
ACXDI
ADBBV
AFPKN
ALMA_UNASSIGNED_HOLDINGS
BCNDV
CITATION
GROUPED_DOAJ
M~E
OK1
ID FETCH-LOGICAL-c357t-1c2af992abc73ca5eeb8069c93950267acf84708af54b963b9c3b0d341c6de8a3
IEDL.DBID DOA
ISSN 2504-284X
IngestDate Tue Oct 22 14:56:49 EDT 2024
Fri Aug 23 01:33:17 EDT 2024
IsDoiOpenAccess true
IsOpenAccess true
IsPeerReviewed true
IsScholarly true
Language English
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-c357t-1c2af992abc73ca5eeb8069c93950267acf84708af54b963b9c3b0d341c6de8a3
OpenAccessLink https://doaj.org/article/7b59ee3df9ac4fd4a36e8534783e9681
ParticipantIDs doaj_primary_oai_doaj_org_article_7b59ee3df9ac4fd4a36e8534783e9681
crossref_primary_10_3389_feduc_2023_1179264
PublicationCentury 2000
PublicationDate 2023-06-02
PublicationDateYYYYMMDD 2023-06-02
PublicationDate_xml – month: 06
  year: 2023
  text: 2023-06-02
  day: 02
PublicationDecade 2020
PublicationTitle Frontiers in education (Lausanne)
PublicationYear 2023
Publisher Frontiers Media S.A
Publisher_xml – name: Frontiers Media S.A
References Piepenburg (ref52) 2021; 12
Heublein (ref29) 2022
Ylijoki (ref74) 2000; 39
Dahm (ref20) 2016
Larsen (ref39) 2013
Neugebauer (ref45) 2013; 16
Wolf (ref73) 2021; 53
Severiens (ref61) 2009; 58
Kunter (ref38) 2013
Alesi (ref1) 2017
Osada (ref49) 2022; 13
Roseth (ref56) 2008; 134
Carstensen (ref15) 2021
Pascarella (ref51) 2005
Watt (ref71) 2012; 28
Behr (ref5) 2020; 8
Napoli (ref44) 1998; 39
Georg (ref23) 2009; 34
Roloff Henoch (ref55) 2015; 36
Tight (ref66) 2020; 44
Bauer (ref4) 2012; 40
Tarazona (ref64) 2019; 25
Bers (ref6) 1991; 32
Blüthmann (ref9) 2011; 11
Hartl (ref26) 2022; 230
Blömeke (ref7) 2009; 12
Tinto (ref68) 1997; 68
Lin (ref42) 2016; 3
Schiefele (ref60) 2002
Dewberry (ref21) 2018; 107
Kim (ref35) 2018; 70
Herfter (ref27) 2015; 14
Bargmann (ref3) 2022; 83
Cortina (ref19) 2013
Ihme (ref31) 2015; 107
Tinto (ref69) 2017; 19
Chambers (ref16) 2010; 16
Jansen (ref33) 2015; 107
(ref48) 2019
Roberts (ref54) 2012; 38
Baars (ref2) 2009
Bohndick (ref10) 2020; 46
Heublein (ref28) 2014; 49
Levine (ref40) 2022; 74
Tinto (ref67) 1975
Grässmann (ref24) 1998
Blossfeld (ref8) 2019
Klein (ref37) 2019; 22
Zinn (ref75) 2018
Cabrera (ref14) 1993; 64
Guarino (ref25) 2006; 76
Savage (ref58) 2021; 50
Neugebauer (ref46) 2019; 22
Thomas (ref65) 2000; 71
Braxton (ref12) 2000
Li (ref41) 2013; 13
Schaeper (ref59) 2020; 79
Chesnut (ref17) 2015; 15
(ref63) 2019
Müller (ref43) 2022; 64
Chrysikos (ref18) 2017; 19
Stage (ref62) 1989; 30
Hobson (ref30) 2009; 51
Trautwein (ref70) 2006
Vossensteyn (ref22) 2015
Pascarella (ref50) 1983; 20
Bohndick (ref11) 2014; 28
Klassen (ref36) 2011; 36
Powazny (ref53) 2020; 44
Braxton (ref13) 2000; 71
Isleib (ref32) 2019; 22
Kim (ref34) 2017; 66
Rubin (ref57) 2012; 5
(ref47) 2015
Williams (ref72) 2022; 85
References_xml – volume: 13
  start-page: 795
  year: 2013
  ident: ref41
  article-title: Little’s test of missing completely at random
  publication-title: Stata J.
  doi: 10.1177/1536867X1301300407
  contributor:
    fullname: Li
– volume: 30
  start-page: 517
  year: 1989
  ident: ref62
  article-title: Reciprocal effects between the academic and social integration of college students
  publication-title: Res. High. Educ.
  doi: 10.1007/BF00992201
  contributor:
    fullname: Stage
– volume: 46
  start-page: 207
  year: 2020
  ident: ref10
  article-title: Predictors of dropout intentions in teacher education programmes compared with other study programmes
  publication-title: J. Educ. Teach.
  doi: 10.1080/02607476.2020.1724652
  contributor:
    fullname: Bohndick
– volume: 19
  start-page: 97
  year: 2017
  ident: ref18
  article-title: Analysis of Tinto’s student integration theory in first year undergraduate computing students of a UK higher education institution
  publication-title: Int. J. Comp. Educ. Dev.
  doi: 10.1108/IJCED-10-2016-0019
  contributor:
    fullname: Chrysikos
– volume: 64
  start-page: 123
  year: 1993
  ident: ref14
  article-title: College persistence: structural equations modeling test of an integrated model of student retention
  publication-title: J. High. Educ.
  doi: 10.2307/2960026
  contributor:
    fullname: Cabrera
– volume: 28
  start-page: 791
  year: 2012
  ident: ref71
  article-title: Motivations for choosing teaching as a career: an international comparison using the FIT-choice scale
  publication-title: Teach. Teach. Educ.
  doi: 10.1016/j.tate.2012.03.003
  contributor:
    fullname: Watt
– volume: 15
  start-page: 1
  year: 2015
  ident: ref17
  article-title: Self-efficacy as a predictor of commitment to the teaching profession: a meta-analysis
  publication-title: Educ. Res. Rev.
  doi: 10.1016/j.edurev.2015.02.001
  contributor:
    fullname: Chesnut
– volume: 22
  start-page: 1047
  year: 2019
  ident: ref32
  article-title: Ursachen des Studienabbruchs: Theoretische basis und empirische Faktoren [causes of higher education dropout: theoretical basis and empirical factors]
  publication-title: Z. Erzieh.
  doi: 10.1007/s11618-019-00908-x
  contributor:
    fullname: Isleib
– volume-title: Dropout Phenomena at Universities: What is Dropout? Why Does Dropout Occur? What Can be Done by the Universities to Prevent or Reduce It?: A Systematic Review
  year: 2013
  ident: ref39
  contributor:
    fullname: Larsen
– start-page: 47
  volume-title: Factors Related to Student Achievement in Medical School
  year: 2009
  ident: ref2
  article-title: Exploratory study to improve a model to predict student failure in the first-year medical curriculum
  contributor:
    fullname: Baars
– volume: 76
  start-page: 173
  year: 2006
  ident: ref25
  article-title: Teacher recruitment and retention: a review of the recent empirical literature
  publication-title: Rev. Educ. Res.
  doi: 10.3102/00346543076002173
  contributor:
    fullname: Guarino
– volume: 230
  start-page: 241
  year: 2022
  ident: ref26
  article-title: Promoting student teachers’ well-being: a multi-study approach investigating the longitudinal relationship between emotional exhaustion, emotional support, and the intentions of dropping out of university
  publication-title: Z. Psychol.
  doi: 10.1027/2151-2604/a000495
  contributor:
    fullname: Hartl
– volume: 28
  start-page: 63
  year: 2014
  ident: ref11
  article-title: Auf dem Weg zur Professionalisierung: Anforderungen im Lehramtsstudium [Study Requirements in Teacher Education]
  publication-title: Zeitschrift Für Pädagogische Psychologie
  doi: 10.1024/1010-0652/a000119
  contributor:
    fullname: Bohndick
– volume-title: Education as a lifelong process: The German National Educational Panel Study (NEPS) (Vol. 3)
  year: 2019
  ident: ref8
  doi: 10.1007/978-3-658-23162-0
  contributor:
    fullname: Blossfeld
– volume-title: Die Entwicklung der Studienabbruchquoten in Deutschland [The development of dropout rates in Germany]. (DZHW Brief 05|2022)
  year: 2022
  ident: ref29
  contributor:
    fullname: Heublein
– start-page: 1
  year: 2021
  ident: ref15
  article-title: Wahrgenommene Wertschätzung im Lehramtsstudium: Fachunterschiede und Effekte auf Wohlbefinden und Abbruchsintention [Perceived Apprecation in University Teacher Education: Subject Differences and Effects on Well-Being and Intention to Quit]
  publication-title: Zeitschrift für Pädagogische Psychologie
  doi: 10.1024/1010-0652/a000337
  contributor:
    fullname: Carstensen
– volume: 14
  start-page: 57
  year: 2015
  ident: ref27
  article-title: Der Abbruch des Lehramtsstudiums-Zahlen, Gründe und Emotionserleben [dropout from teacher education-numbers, reasons and emotional experience]
  publication-title: Zeitschrift Für Evaluation
  contributor:
    fullname: Herfter
– volume: 83
  start-page: 845
  year: 2022
  ident: ref3
  article-title: Motivation matters: predicting students’ career decidedness and intention to drop out after the first year in higher education
  publication-title: High. Educ.
  doi: 10.1007/s10734-021-00707-6
  contributor:
    fullname: Bargmann
– volume: 107
  start-page: 300
  year: 2015
  ident: ref31
  article-title: “He who can, does; he who cannot, teaches?”: stereotype threat and preservice teachers
  publication-title: J. Educ. Psychol.
  doi: 10.1037/a0037373
  contributor:
    fullname: Ihme
– volume: 5
  start-page: 22
  year: 2012
  ident: ref57
  article-title: Social class differences in social integration among students in higher education: a meta-analysis and recommendations for future research
  publication-title: J. Divers. High. Educ.
  doi: 10.1037/a0026162
  contributor:
    fullname: Rubin
– start-page: 89
  volume-title: Review of Educational Research
  year: 1975
  ident: ref67
  article-title: Dropout from higher education: A theoretical synthesis of recent research
  contributor:
    fullname: Tinto
– volume: 39
  start-page: 419
  year: 1998
  ident: ref44
  article-title: Psychosocial factors related to retention and early departure of two-year community college students
  publication-title: Res. High. Educ.
  doi: 10.1023/A:1018789320129
  contributor:
    fullname: Napoli
– year: 2017
  ident: ref1
  contributor:
    fullname: Alesi
– volume: 12
  start-page: 82
  year: 2009
  ident: ref7
  article-title: Ausbildungs-und Berufserfolg im Lehramtsstudium im Vergleich zum Diplom-Studium–Zur prognostischen Validität kognitiver und psycho-motivationaler Auswahlkriterien [predicting educational and occupational success in teacher training and subject-specific degrees – on the predictive validity of cognitive and psycho-motivational selection criteria]
  publication-title: Z. Erzieh.
  doi: 10.1007/s11618-008-0044-0
  contributor:
    fullname: Blömeke
– start-page: 103
  volume-title: Advances in Motivation
  year: 1998
  ident: ref24
  article-title: Exploring the determinants of students’ academic commitment
  contributor:
    fullname: Grässmann
– volume: 19
  start-page: 254
  year: 2017
  ident: ref69
  article-title: Through the eyes of students
  publication-title: J. Coll. Stud. Retent. Res. Theory Pract.
  doi: 10.1177/1521025115621917
  contributor:
    fullname: Tinto
– volume: 50
  start-page: 483
  year: 2021
  ident: ref58
  article-title: Who chooses teacher education and why? Evidence from Germany
  publication-title: Educ. Research.
  doi: 10.3102/0013189X211000758
  contributor:
    fullname: Savage
– volume: 20
  start-page: 87
  year: 1983
  ident: ref50
  article-title: A multiinstitutional, path analytic validation of Tinto’s model of college withdrawal
  publication-title: Am. Educ. Res. J.
  doi: 10.3102/00028312020001087
  contributor:
    fullname: Pascarella
– volume: 25
  start-page: 239
  year: 2019
  ident: ref64
  article-title: Refining measurements of social and academic integration: lessons from a German University of Applied Sciences
  publication-title: Tert. Educ. Manag.
  doi: 10.1007/s11233-019-09025-0
  contributor:
    fullname: Tarazona
– start-page: 11
  volume-title: Reworking the Student Departure Puzzle
  year: 2000
  ident: ref12
  article-title: The viability of academic integration as a central construct in Tinto's interactionalist theory of college student departure
  contributor:
    fullname: Braxton
– volume: 16
  start-page: 111
  year: 2010
  ident: ref16
  article-title: ‘Teaching could be a fantastic job but …’: three stories of student teacher withdrawal from initial teacher preparation programmes in England
  publication-title: Teach. Teach.
  doi: 10.1080/13540600903475652
  contributor:
    fullname: Chambers
– volume: 74
  start-page: 69
  year: 2022
  ident: ref40
  article-title: Exploring the nature, facilitators, and challenges of program coherence in a case of teacher education program redesign using Core practices
  publication-title: J. Teach. Educ.
  doi: 10.1177/00224871221108645
  contributor:
    fullname: Levine
– volume: 39
  start-page: 339
  year: 2000
  ident: ref74
  article-title: Disciplinary cultures and the moral order of studying–a case-study of four Finnish university departments
  publication-title: High. Educ.
  doi: 10.1023/A:1003920230873
  contributor:
    fullname: Ylijoki
– volume-title: Education at a Glance 2019: OECD Indicators
  year: 2019
  ident: ref48
– year: 2015
  ident: ref22
  article-title: Dropout and completion in higher education in Europe: Main report
  publication-title: Publications Office of the European Union
  doi: 10.2766/82696
  contributor:
    fullname: Vossensteyn
– volume: 66
  start-page: 12
  year: 2017
  ident: ref34
  article-title: How engaged are pre-service teachers in the United States?
  publication-title: Teach. Teach. Educ.
  doi: 10.1016/j.tate.2017.03.020
  contributor:
    fullname: Kim
– volume: 79
  start-page: 95
  year: 2020
  ident: ref59
  article-title: The first year in higher education: the role of individual factors and the learning environment for academic integration
  publication-title: High. Educ.
  doi: 10.1007/s10734-019-00398-0
  contributor:
    fullname: Schaeper
– volume: 44
  start-page: 689
  year: 2020
  ident: ref66
  article-title: Student retention and engagement in higher education
  publication-title: J. Furth. High. Educ.
  doi: 10.1080/0309877X.2019.1576860
  contributor:
    fullname: Tight
– volume: 11
  start-page: 56
  year: 2011
  ident: ref9
  article-title: Abbruchgründe von Bachelorstudierenden mit und ohne Studienziel Lehramt [reasons for dropping out among Bachelor’s students with and without the aim of becoming a teacher]
  publication-title: Journal Für Lehrerinnen-und Lehrerbildung
  contributor:
    fullname: Blüthmann
– volume: 36
  start-page: 114
  year: 2011
  ident: ref36
  article-title: The occupational commitment and intention to quit of practicing and pre-service teachers: influence of self-efficacy, job stress, and teaching context
  publication-title: Contemp. Educ. Psychol.
  doi: 10.1016/j.cedpsych.2011.01.002
  contributor:
    fullname: Klassen
– volume: 44
  start-page: 520
  year: 2020
  ident: ref53
  article-title: The impact of influential others on student teachers’ dropout intention—a network analytical study
  publication-title: Eur. J. Teach. Educ.
  doi: 10.1080/02619768.2020.1793949
  contributor:
    fullname: Powazny
– volume: 134
  start-page: 223
  year: 2008
  ident: ref56
  article-title: Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures
  publication-title: Psychol. Bull.
  doi: 10.1037/0033-2909.134.2.223
  contributor:
    fullname: Roseth
– start-page: 63
  volume-title: Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers
  year: 2013
  ident: ref38
  article-title: The development of teachers’ professional competence
  doi: 10.1007/978-1-4614-5149-5_4
  contributor:
    fullname: Kunter
– volume: 22
  start-page: 301
  year: 2019
  ident: ref37
  article-title: Das Zusammenspiel zwischen akademischer und sozialer integration bei der Erklärung von Studienabbruchintentionen. Eine empirische Anwendung von Tintos Integrationsmodell im deutschen Kontext [the interplay between academic and social integration in explaining higher education dropout intentions. An empirical application of Tinto’s integration model in the German context]
  publication-title: Z. Erzieh.
  doi: 10.1007/s11618-018-0852-9
  contributor:
    fullname: Klein
– start-page: 313
  volume-title: Methodological Issues of Longitudinal Surveys
  year: 2016
  ident: ref20
  article-title: Measuring students’ social and academic integration—assessment of the operationalization in the National Educational Panel Study
  doi: 10.1007/978-3-658-11994-2_18
  contributor:
    fullname: Dahm
– volume: 8
  start-page: 614
  year: 2020
  ident: ref5
  article-title: Dropping out of university: a literature review
  publication-title: Rev. Educ.
  doi: 10.1002/rev3.3202
  contributor:
    fullname: Behr
– volume-title: Stata Statistical Software: Release 16
  year: 2019
  ident: ref63
– start-page: 49
  volume-title: Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers, Results From the COACTIV Project
  year: 2013
  ident: ref19
  article-title: Teacher education in Germany
  doi: 10.1007/978-1-4614-5149-5_3
  contributor:
    fullname: Cortina
– volume: 68
  start-page: 599
  year: 1997
  ident: ref68
  article-title: Classrooms as communities: exploring the educational character of student persistence
  publication-title: J. High. Educ.
  doi: 10.1080/00221546.1997.11779003
  contributor:
    fullname: Tinto
– volume: 107
  start-page: 1086
  year: 2015
  ident: ref33
  article-title: Contrast and assimilation effects of dimensional comparisons in five subjects: an extension of the I/E model
  publication-title: J. Educ. Psychol.
  doi: 10.1037/edu0000021
  contributor:
    fullname: Jansen
– volume: 51
  start-page: 321
  year: 2009
  ident: ref30
  article-title: Who withdraws from initial teacher preparation programmes and why?
  publication-title: Educ. Res.
  doi: 10.1080/00131880903156906
  contributor:
    fullname: Hobson
– volume: 32
  start-page: 539
  year: 1991
  ident: ref6
  article-title: Persistence of community college students: the influence of student intent and academic and social integration
  publication-title: Res. High. Educ.
  doi: 10.1007/BF00992627
  contributor:
    fullname: Bers
– volume: 12
  start-page: 255
  year: 2021
  ident: ref52
  article-title: The relevance of social and academic integration for students’ dropout decisions. Evidence from a factorial survey in Germany
  publication-title: Eur. J. Higher Educ.
  doi: 10.1080/21568235.2021.1930089
  contributor:
    fullname: Piepenburg
– volume: 71
  start-page: 569
  year: 2000
  ident: ref13
  article-title: The influence of active learning on the college student departure process: toward a revision of Tinto’s theory
  publication-title: J. High. Educ.
  doi: 10.1080/00221546.2000.11778853
  contributor:
    fullname: Braxton
– volume-title: Skalenhandbuch SMILE-Projekt [Scale Manual SMILE Project]
  year: 2002
  ident: ref60
  contributor:
    fullname: Schiefele
– volume: 22
  start-page: 1025
  year: 2019
  ident: ref46
  article-title: Studienabbruch in Deutschland: Ausmaß, Ursachen, Folgen, Präventionsmöglichkeiten [higher education dropout in Germany: extent, causes, consequences, prevention]
  publication-title: Z. Erzieh.
  doi: 10.1007/s11618-019-00904-1
  contributor:
    fullname: Neugebauer
– year: 2015
  ident: ref47
  article-title: Making teaching an attractive career choice: Pointers for policy development
– volume: 49
  start-page: 497
  year: 2014
  ident: ref28
  article-title: Student drop-out from German higher education institutions
  publication-title: Eur. J. Educ.
  doi: 10.1111/ejed.12097
  contributor:
    fullname: Heublein
– volume: 34
  start-page: 647
  year: 2009
  ident: ref23
  article-title: Individual and institutional factors in the tendency to drop out of higher education: a multilevel analysis using data from the Konstanz student survey
  publication-title: Stud. High. Educ.
  doi: 10.1080/03075070802592730
  contributor:
    fullname: Georg
– volume: 3
  start-page: 1160524
  year: 2016
  ident: ref42
  article-title: It takes a toll on pre-service teachers and programs: case studies of teacher candidates who withdrew from a teacher education program
  publication-title: Cogent Educ.
  doi: 10.1080/2331186X.2016.1160524
  contributor:
    fullname: Lin
– volume-title: Transformation des Sekundarschulsystems und Akademische Karrieren (TOSCA). Dokumentation der eingesetzten items und Skalen. Welle 3 [transformation of the secondary school system and academic careers (TOSCA). Documentation of the items and scales used. Wave 3]
  year: 2006
  ident: ref70
  contributor:
    fullname: Trautwein
– volume: 16
  start-page: 157
  year: 2013
  ident: ref45
  article-title: Wer entscheidet sich für ein Lehramtsstudium–und warum? Eine empirische Überprüfung der these von der Negativselektion in den Lehrerberuf [who Chooses to Study Education–and Why? An Empirical Examination of the Thesis of Negative Selection Into the Teaching Profession]
  publication-title: Z. Erzieh.
  doi: 10.1007/s11618-013-0343-y
  contributor:
    fullname: Neugebauer
– volume: 71
  start-page: 591
  year: 2000
  ident: ref65
  article-title: Ties that bind
  publication-title: J. High. Educ.
  doi: 10.1080/00221546.2000.11778854
  contributor:
    fullname: Thomas
– volume: 85
  start-page: 1125
  year: 2022
  ident: ref72
  article-title: ‘I just think it’s really awkward’: transitioning to higher education and the implications for student retention
  publication-title: High. Educ.
  doi: 10.1007/s10734-022-00881-1
  contributor:
    fullname: Williams
– volume: 64
  start-page: 300
  year: 2022
  ident: ref43
  article-title: Social inequality in dropout from higher education in Germany. Towards combining the student integration model and rational choice theory
  publication-title: Res. High. Educ.
  doi: 10.1007/s11162-022-09703-w
  contributor:
    fullname: Müller
– volume: 58
  start-page: 59
  year: 2009
  ident: ref61
  article-title: Academic and social integration and study progress in problem based learning
  publication-title: High. Educ.
  doi: 10.1007/s10734-008-9181-x
  contributor:
    fullname: Severiens
– volume: 40
  start-page: 101
  year: 2012
  ident: ref4
  article-title: Lehramtsstudium in Deutschland: Wie groß ist die Strukturelle Vielfalt? [Teacher education in Germany: How heterogeneous are study programs?]
  publication-title: Unterrichtswissenschaft
  contributor:
    fullname: Bauer
– volume: 107
  start-page: 100
  year: 2018
  ident: ref21
  article-title: An application of the theory of planned behavior to student retention
  publication-title: J. Vocat. Behav.
  doi: 10.1016/j.jvb.2018.03.005
  contributor:
    fullname: Dewberry
– volume: 70
  start-page: 204
  year: 2018
  ident: ref35
  article-title: Factors that influence pre-service teachers’ persistence
  publication-title: Teach. Teach. Educ.
  doi: 10.1016/j.tate.2017.11.015
  contributor:
    fullname: Kim
– year: 2018
  ident: ref75
  contributor:
    fullname: Zinn
– volume-title: How College Affects Students, a Third Decade of Research
  year: 2005
  ident: ref51
  contributor:
    fullname: Pascarella
– volume: 36
  start-page: 46
  year: 2015
  ident: ref55
  article-title: Who becomes a teacher? Challenging the “negative selection” hypothesis
  publication-title: Learn. Instr.
  doi: 10.1016/j.learninstruc.2014.11.005
  contributor:
    fullname: Roloff Henoch
– volume: 38
  start-page: 953
  year: 2012
  ident: ref54
  article-title: Modelling withdrawal and persistence for initial teacher training: revising Tinto’s longitudinal model of departure
  publication-title: Br. Educ. Res. J.
  doi: 10.1080/01411926.2011.603035
  contributor:
    fullname: Roberts
– volume: 53
  start-page: 1
  year: 2021
  ident: ref73
  article-title: “I Don’t really belong Here”: examining sense of belonging in immigrant and nonimmigrant teacher students
  publication-title: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
  doi: 10.1026/0049-8637/a000233
  contributor:
    fullname: Wolf
– volume: 13
  start-page: 109
  year: 2022
  ident: ref49
  article-title: Individual characteristics of teacher education students. Re-examining the negative selection hypothesis
  publication-title: J. Educ. Res. Online
  doi: 10.25656/01:24160
  contributor:
    fullname: Osada
SSID ssj0002086769
Score 2.2913787
Snippet Introduction Academic and social integration have been identified as key predictors of the decision to drop out by higher education students. So far, there is...
IntroductionAcademic and social integration have been identified as key predictors of the decision to drop out by higher education students. So far, there is...
SourceID doaj
crossref
SourceType Open Website
Aggregation Database
SubjectTerms academic integration
dropout
higher education
initial teacher education
pre-service teacher
social integration
Title Academic and social integration and their relation to dropping out of teacher education: a comparison to other study programs
URI https://doaj.org/article/7b59ee3df9ac4fd4a36e8534783e9681
Volume 8
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
link http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV07T8MwELZQJxbEU5SXbmBDoUnsODYbIKoKCSYqdYv8RGJoUElH_jtnO6nKxMJq2Zb1nZPz2d99R8i1ccoxPAZnXFKTMaZEJrx2mbSM5d6WvhQhUfjllc_m7HlRLbZKfQVOWJIHTsBNal1J56j1UhnmLVOUO3QxrBbUSS5S4JPLrWDqIz6vicDdTFkyGIXJiQ9KqLehWHh4p5QlZ7880ZZgf_Qs032y1x8J4T4t5YDsuOVhqKbcMy-OyPdAYgcM-yHdcsOg84A9YnO88YdVz22DrgW7aoP4wju06w5aD10SbwY3zHwHCsymDmEYEtOxIErOQs_c-jom8-nT2-Ms68smZIZWdZcVplReylJpU1OjKue0yLk0ksoq1JtSxqNLyoXyFdP4_WlpqM4tujPDrROKnpDRsl26UwKWezRlIVWhLP5RC13z2rCa4TiHQ6sxuRkgbD6TOkaDUUUAvImANwHwpgd8TB4CypueQdk6NqC9m97ezV_2PvuPSc7JblhYpHyVF2TUrdbuEg8Xnb6K--gH4f_P-g
link.rule.ids 315,783,787,867,2109,27936,27937
linkProvider Directory of Open Access Journals
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Academic+and+social+integration+and+their+relation+to+dropping+out+of+teacher+education%3A+a+comparison+to+other+study+programs&rft.jtitle=Frontiers+in+education+%28Lausanne%29&rft.au=Sebastian+Franz&rft.au=Jennifer+Paetsch&rft.date=2023-06-02&rft.pub=Frontiers+Media+S.A&rft.eissn=2504-284X&rft.volume=8&rft_id=info:doi/10.3389%2Ffeduc.2023.1179264&rft.externalDBID=DOA&rft.externalDocID=oai_doaj_org_article_7b59ee3df9ac4fd4a36e8534783e9681
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=2504-284X&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=2504-284X&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=2504-284X&client=summon