This quantitative study explored questions developed to (a) help improve the quality of retention and satisfaction services at a comprehensive public university in the Midwest as well as to (b) contribute to the knowledge base by providing a broader application to similar institutions seeking to improve these services. Three theories served as a lens for this dissertation: Astin's Involvement Theory (Astin, 1975, 1984, 1985), Kuh's Engagement Theory (Kuh, Kinzie, Schuh, & Whitt, 2005; Kuh, Schuh, & Whitt, 1991; Kuh, Whitt, & Strage, 1989), and Tinto's Theory of Student Departure (Tinto, 1975, 1987, 1993). A logistic regression analysis determined that students' overall satisfaction and GPA were statistically significant in predicting student retention, but course-related and out-of-class student-faculty interactions were not significant in predicting retention. A multiple regression analysis indicated that GPA as well as course-related and out-of-class student-faculty interactions were not significant in predicting students' overall satisfaction. While there are some important limitations, this study does contribute to the growing body of research about ways to improve the retention and overall satisfaction of freshmen students, particularly students at this institution and similar institutions. In addition, recommendations for further research and practice are discussed.
Karin Lindstrom Bremer
Date of Degree
Doctor of Education (EdD)
Counseling and Student Personnel
Romsa, K. (2011). Freshman student-faculty interactions and GPA: Predictors of retention and overall satisfaction. [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/74/
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