Can Psychosocial Factors Predict First-to-Second Year College Retention above and beyond Standard Variables? A Mixed Effects Multinomial Regression Analysis. ACT Working Paper 2017 (1)

Autor/inn/en	King, David R.; Ndum, Edwin
Institution	ACT, Inc.
Titel	Can Psychosocial Factors Predict First-to-Second Year College Retention above and beyond Standard Variables? A Mixed Effects Multinomial Regression Analysis. ACT Working Paper 2017 (1)
Quelle	(2017), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Psychological Patterns; Social Influences; Predictor Variables; Undergraduate Students; School Holding Power; Academic Persistence; Multiple Regression Analysis; Transfer Students; Dropouts; High School Graduates; Grade Point Average; College Entrance Examinations; Scores; Gender Differences; Family Income; Race; Ethnicity; Student Motivation; Interpersonal Relationship; Self Esteem; ACT Assessment + Suchen Sie Ihr Suchwort? Sozialer Einfluss; Prädiktor; Hochschulwechsel; Schulwechsel; Studienortwechsel; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Aufnahmeprüfung; Geschlechterkonflikt; Familieneinkommen; Rasse; Abstammung; Ethnizität; Schulische Motivation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Self-esteem; Selbstaufmerksamkeit; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	We examined the validity of 10 psychosocial factors for predicting retention status (stay, transfer, or drop out) at the start of second year of college by fitting a mixed-effects multinomial logistic regression model. Data consisted of retention records of 9,364 students from 31 four-year institutions. Predictors included commonly used variables for predicting college retention (i.e., high school grade point average [HSGPA], ACT Composite score, gender, family income, and race/ethnicity) and the 10 psychosocial factors. We examined the differential effects of psychosocial factors on retention status, namely which psychosocial attributes differentiated students who stayed from those who transferred or dropped out, and which psychosocial factors differentiated students who transferred from students who dropped out. Our results indicated that "Academic Discipline", "Commitment to College", "Social Connection", and "Academic Self-Confidence" incrementally predicted first-to-second year retention status above and beyond the commonly used variables. Specifically, students with higher "Academic Discipline", "Commitment to College", or "Social Connection" were "more" likely to stay at their institutions than to drop out or transfer; whereas students with higher "Academic Self-Confidence" were "less" likely to stay than to drop out or transfer, and also "less" likely to transfer than to drop out. These results were confirmed using a follow-up cross-validation analysis on a holdout sample of 4,804 students. These findings may have implications for interventions aimed at identifying students at risk of dropping out of college and for improving retention to the second year of college. (As Provided).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01