Abstract
Student persistence is a perennial problem for higher education. From lost revenue for colleges and universities to lost opportunity and development for students, educational scholars have had much incentive to examine the problem. In this paper, we review some of the prominent assessments of student persistence in research from various theoretical perspectives. Further, we explore how scholars have studied environmental factors in persistence and to a lesser extent student affect, yet we find the relationship between these two to be only lightly engaged in the literature. The emerging discipline of emotional geography offers to draw out new insights at the intersection of environment and affect, bringing a sensitizing lens and opening up new research questions to engage with the problem of intolerably low student persistence.
Recommended Citation
Miller, Jamison R. and Donlan, Michael
(2014)
"Environment and Affect: Toward an Emotional Geography of Student Persistence,"
The William & Mary Educational Review: Vol. 3, Article 9.
Available at:
https://scholarworks.wm.edu/wmer/vol3/iss1/9