Journal article
Understanding the Link Between Noncognitive Attributes and College Retention
Research in higher education, Vol.60(2), pp.135-152
03/01/2019
DOI: 10.1007/s11162-018-9508-0
Abstract
The attention to students' noncognitive attributes has recently flourished within academic research and public discourse. This paper adds to the literature by examining the interrelationships among several key noncognitive attributes as well as exploring direct and indirect relationships between noncognitive attributes and second-year retention. Within a multi-institutional sample of 10,622 students, academic self-efficacy, academic grit, self-discipline, and time management all load onto a single noncognitive factor with strong inter-item correlations and internal reliability. Moreover, structural equation modeling analyses indicate a sizable and positive indirect effect of noncognitive attributes on college retention, which is mediated by social adjustment, institutional commitment, and college grade point average.
Details
- Title: Subtitle
- Understanding the Link Between Noncognitive Attributes and College Retention
- Creators
- Nicholas A. Bowman - University of IowaAnnette Miller - BKD, LLP, Springfield, USASherry Woosley - Skyfactor, Springfield, USANicholas P. Maxwell - Missouri State UniversityMary Jo Kolze - George Mason University
- Resource Type
- Journal article
- Publication Details
- Research in higher education, Vol.60(2), pp.135-152
- Publisher
- Springer Nature
- DOI
- 10.1007/s11162-018-9508-0
- ISSN
- 0361-0365
- eISSN
- 1573-188X
- Number of pages
- 18
- Language
- English
- Date published
- 03/01/2019
- Academic Unit
- Educational Policy and Leadership Studies; Public Policy Center (Archive); Center for Social Science Innovation
- Record Identifier
- 9984283568602771
Metrics
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