Volume
34
Issue
4
Key words
Socialization, Persistence, Retention
Abstract
The aim of this quantitative study was to investigate the relationship between the socialization of student pilots within aviation-training organizations, student intention to persist, and training outcomes as demonstrated by the number of flight hours needed to reach both solo flight and the attainment of the private pilot certificate. It also sought to compare the extent to which socialization is promoted within different types of flight training environments. It was hypothesized that Part 141 flight schools would be more likely to promote socialization than any type of Part 61 training environment. Eligible respondents were invited to take an online survey that assessed pilot background and experience, levels of socialization, and intention to persist in training. Participants were divided into a student pilot or certificated pilot sample. As hypothesized, among the student pilot sample, intention to persist was significantly and positively correlated with all independent variables: social activities r(49) = .32, p < .05; professional activities, r(49) = .49, p < .005; peer-student relationships, r(48) = .46, p < .005; instructor-student relationships, r(47) = .58, p < .005; curriculum quality, r(48) = .52, p < .005; instructional quality, r(48) = .46, p < .005; training climate, r(48) = .42, p < .005; and community support, r(48) = .59, p < .005. No significant relationship was found between socialization and hours-to-solo or hours-to-certification in either sample. Additionally, flight training program type significantly affected perceptions of the academic environment, F(3, 50) = 3.11, p = .037, η² = .19, and socialization, F(3, 50) = 3.17, p = .038, η² = .19.
Scholarly Commons Citation
Haffey, B. M.,
& Gardner-Vandy, K.
(2025).
The Impact of Socialization on Student Intention to Persist and Flight Training Outcomes.
Journal of Aviation/Aerospace Education & Research, 34(4).
DOI: https://doi.org/10.58940/2329-258X.2127
