Evaluating the impact of academic library electronic resource engagement on student retention and GPA: a cross-sectional study and literature synthesis

Student persistence and academic performance remain higher education governance priorities. While historical retention models focused primarily on classroom participation and socio-economic variables, recent empirical inquiry centers on institutional support infrastructure. This study evaluates the relationship between student engagement with academic library electronic resources (e.g., research databases) and student retention rates and grade point average. Grounded in Tinto’s Institutional Departure Model and Astin’s Theory of Student Involvement, this cross-sectional study synthesizes findings from published doctoral dissertations and peer-reviewed literature. Statistical evaluations confirm that digital resource engagement significantly predicts term-to-term persistence (p<.001, OR=1.84) and higher cumulative GPA (R2=.31).