REVISING TINTO'S INTERACTIONALIST THEORY OF STUDENT DEPARTURE THROUGH THEORY ELABORATION: Examining the Role of Organizational Attributes in the Persistence Process

The purpose of this study is to estimate the effects of organizational attributes on social integration in particular, and more generally on the student withdrawal process. Theory elaboration (the application of new concepts borrowed from other theoretical perspectives to explain the focal phenomenon) is used to help with the revision of Tinto's interactionalist theory of individual student departure. The existence of empirical evidence supporting the importance of organizational attributes in the persistence process makes the addition of organizational characteristics a logical choice as a possible source of social integration in an elaboration of Tinto's theory. The results from this study provide strong support for elaborating the revised version of Tinto's theory through the inclusion of concepts from organizational theory. The findings from this study also indicate that future research should use theory elaboration to look for other potential sources of social integration.     

Exercise makes you feel good, but does feeling good make you exercise?: an examination of obese dieters

Whereas exercise-induced mood enhancement has been well documented, the relationship between mood and exercise participation is less well understood. Mood states influence evaluative judgments that could plausibly influence a decision to exercise. Further, most exercise-mood research is limited to normal weight adults in response to a single exercise session. The current investigation examines the influence of (a) morning mood on exercise, (b) exercise intensity/duration on mood enhancement, and (c) daily change in mood on exercise days compared with nonexercise days in obese behavioral weight loss program (BWLP) participants. Participants (N = 36) recorded morning, evening, and pre-and postexercise mood, as well as the type, duration, and intensity of exercise. Within-person analyses indicated that (a) morning mood was associated with an increased likelihood of exercising, (b) mood ratings were higher following exercise of greater intensity and duration, and (c) daily mood enhancement was associated with greater exercise initiation and greater exercise intensity. Measuring mood before and after exercise may yield important clinical information that can be used to promote physical activity in obese adults.     

Estimating the “Impact” of Out‐of‐Home Placement on Child Well‐Being: Approaching the Problem of Selection Bias

This study used data on 2,453 children aged 4–17 from the National Survey of Child and Adolescent Well‐Being and 5 analytic methods that adjust for selection factors to estimate the impact of out‐of‐home placement on children’s cognitive skills and behavior problems. Methods included ordinary least squares (OLS) regressions and residualized change, simple change, difference‐in‐difference, and fixed effects models. Models were estimated using the full sample and a matched sample generated by propensity scoring. Although results from the unmatched OLS and residualized change models suggested that out‐of‐home placement is associated with increased child behavior problems, estimates from models that more rigorously adjust for selection bias indicated that placement has little effect on children’s cognitive skills or behavior problems.     

The effect of directive tutor guidance in problem-based learning of statistics on students’ perceptions and achievement

In this study directive tutor guidance in problem-based learning (PBL) of statistics is investigated. In a quasi experiment in an educational setting, directive guiding tutors were compared with tutors in a more traditional role. Results showed that the subjective perceptions of the students with regard to the course, the tutor, and the discussions in the tutorial meetings were more positive in the guided condition. The quality of the problems used in the meetings and general tutor functioning were evaluated as equal in both conditions. Achievement was marginally higher in the guided condition. It can be concluded that directive tutor guidance is an effective addition to PBL of statistics.     

THE ROLE OF STUDENT INVOLVEMENT AND PERCEPTIONS OF INTEGRATION IN A CAUSAL MODEL OF STUDENT PERSISTENCE

This study uses a revised integrated model ofundergraduate persistence to examine first-yearretention at a private, highly selective researchuniversity. Findings from the study provide strongsupport for use of the model in futurestudies.