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Journal of College Student Retention Research Theory & Practice is a peer-reviewed journal published by SAGE, covering Higher Education Research Studies, Evaluation of Teaching Practices, Mentoring and Academic Development.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Journal of College Student Retention Research Theory & Practice, 12(3), pp. 45–58.
Formats any DOI in Journal of College Student Retention Research Theory & Practice style. No sign-up. |
| Publishes research in | Higher Education Research Studies Evaluation of Teaching Practices Mentoring and Academic Development Career Development and Diversity Online and Blended Learning |
| ISSN | 1521-0251 |
| Citation impact (2-yr) | 1.55 |
| h-index | 80 |
| i10-index | 542 |
| Total citations | 28,206 |
| Top institutions publishing here | Iowa State University |
| Journal website | us.sagepub.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
After reviewing the state of student retention research and practice, past and present, the author looks to the future and identifies three areas of research and practice that call for further exploration. These concern issues of institutional action, program implementation, and the continuing challenge of promoting the success of low-income students.
A great deal of emphasis in higher education is centered on questions such as, “Why do students leave college and how can we get them to stay?” Although researchers have pointed to the import of “sense of belonging” in departure decisions, a measure of students' subjective sense of affiliation and identification with the university community…
For years, our prevailing view of student retention has been shaped by theories that view student retention through the lens of institutional action and ask what institutions can do to retain their students. Students, however, do not seek to be retained. They seek to persist. The two perspectives, though necessarily related, are not the same.…
This article describes the psychological processes that lead to academic and social integration based on a retention model proposed by the authors (Bean & Eaton, 2000). It also describes how successful retention programs such as learning communities, freshman interest groups, tutoring, and orientation rely on psychological processes. Four psychological theories form the basis for our…
After reviewing the state of student retention research and practice, past and present, the author looks to the future and identifies three areas of research and practice that call for further exploration. These concern issues of institutional action, program implementation, and the continuing challenge of promoting the success of low-income students.
