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This Concept Map has information related to: persistence, low-income, FGCSs using semi-structured interview with combinations of high and low family history knowledge and high and low resiliency, persistence regarded as an outcome of the quality of student's interactions (Tinto in Jospeh, 1995), extracurricular involvement to be a critical factor, the quality of student's interactions (Tinto in Jospeh, 1995) but Tinto's Model (Joseph, 1995), student background and (1) background characteristics, (2) pre-college academic achievement, (3) initial commitment (reasons for choosing a particular institution), (4) institutional variables, (5) in-college experience variables, Tinto's Model (Joseph, 1995) provides the theoretical grounding (Miller, 2006), not found significant in a comparative study, persistence is related to higher family income, and lower need for financial aid (Carroll, 2005), persistence as a measure of academic persistence (getting to sophomore year) (Mihok, 2005), the influence of variables like like age, social integration, and institutional commitment