Figure 1
The diagram presents a flowchart illustrating factors influencing student persistence after admission. It is divided into several rectangular boxes connected by arrows, each representing different categories. On the left, a box labeled “Student Characteristics (Tinto and Bean & Metzner)” lists factors like age, ethnicity, gender, intellectual development, academic performance, and academic preparation. Below it, another box titled “External Factors (Bean & Metzner)” includes aspects such as finances, hours of employment, family responsibilities, outside encouragement, opportunity to transfer, and life crises. Both boxes have arrows pointing towards a central box labeled “After Admission.” The central box contains columns labeled “(Tinto),” “Student Needs,” “(Bean & Metzner),” and “Pedagogy.” The “(Tinto)” column lists academic integration, social integration, goal commitment, institutional commitment, and learning community. The “Student Needs” column includes clarity of program, self-esteem, identification with school, interpersonal relationships, and accessibility to services. The “(Bean & Metzner)” column features study habits, advising, absenteeism, course availability, program fit, current GPA, utility, stress, satisfaction, and commitment. The “Pedagogy” column lists learning styles and teaching styles. An arrow from the central box points to another box on the bottom left labeled “Persistence Decision.”Rovai’s Composite Persistence Model.