A psychological model of student persistence

Abstract

The present study examines the validity of the Eccles model of achievement behaviors (model of academic choice) for its predictive validity when the outcome (behavior) is student persistence in the postsecondary educational system to completion of at least the baccalaureate degree. Patterns of effects hypothesized by the theoretical model were only partially supported by the results forthcoming from the estimation of the model. Of the two constructs hypothesized to directly influence persistence-the value placed on college attendance and expectations for success in college-only value had significant influence. Two measures of goal orientations-business/financial and humanitarian/social-exerted indirect influence as hypothesized, but level of degree aspirations had as strong a direct influence on persistence as did value. Prior achievement had the strongest total effects of any of the variables in the model. © 1990 Human Sciences Press, Inc.