PSYCHOSOCIAL FACTORS INFLUENCING THE PERSISTENCE OF FIRST-YEAR STUDENTS IN A PUBLIC UNIVERSITY
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Abstract
This research is quantitative research that aims to study the psychosocial factors influencing the persistence of first-year students at a public university. The sample consisted of 211 first-year students from a government university, selected through stratified proportional random sampling. Six instruments using a 5-point rating scale were employed, with alpha coefficient reliability ranging from .845 to .934. The statistical methods used for data analysis included percentage, mean, standard deviation, and stepwise multiple regression analysis. The results revealed that four psychosocial factors significantly influenced the persistence of first-year students at the .01 level. Ranked from the most to the least influential, these factors were: achievement motivation, positive attitude toward the course, the role of the advisor, and family support. These factors accounted for 66.7% of the variance in student retention. The findings suggest that the university should organize activities or design courses that focus on challenges, have policies for creating student care systems, and the course should provide opportunities for students to express their opinions on teaching and learning. Advisors should receive training to provide effective communication guidance on academic and career planning. Additionally, the role of parents should be enhanced through Family Motivation activities to foster understanding and involvement in supporting students' learning. Online communication channels between instructors and parents should also be developed to ensure close and continuous support for students until graduation.
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References
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