Degree

Doctor of Philosophy (PhD)

Department

Leadership and Human Resource Development

Document Type

Dissertation

Abstract

This study presents six hypotheses that examine the complex relationships between social support, personal resources, institutional engagement, newcomer adjustment, veteran integration outcomes, and academic persistence in higher education settings among veteran students. These hypotheses, grounded in the Veteran Academic Integration Model (VAIM), establish specific, testable relationships aimed at understanding how various factors influence veteran students' academic journey. The model begins with social support as a foundational element, proposing that stronger perceived social support will enhance self-efficacy and increase institutional resource utilization, with these relationships being reciprocal in nature. Building on these initial connections, the model suggests that higher levels of self-efficacy will positively influence students' resilience while greater resource utilization will strengthen students' sense of belonging .Both relationships are hypothesized to be bidirectional, creating reinforcing cycles of positive development. The findings demonstrated how these interconnected elements collectively contribute to academic persistence intentions. Results confirmed that resilience . and sense of belonging . work in concert to enhance academic performance and strengthen persistence intentions. Rather than operating independently, these elements create a synergistic effect where improvements in one area can catalyze positive changes throughout the system. The study found that as veterans develop greater resilience through their self-efficacy, their enhanced ability to navigate challenges strengthens their sense of belonging, which reinforces their commitment to academic persistence.

Date

7-23-2025

Committee Chair

Rizzuto, Tracey E.

DOI

10.31390/gradschool_dissertations.6856

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Available for download on Sunday, February 06, 2028

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