Understanding the Link between Noncognitive Attributes and College Retention

Autor/inn/en	Bowman, Nicholas A.; Miller, Annette; Woosley, Sherry; Maxwell, Nicholas P.; Kolze, Mary Jo
Titel	Understanding the Link between Noncognitive Attributes and College Retention
Quelle	In: Research in Higher Education, 60 (2019) 2, S.135-152 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-018-9508-0
Schlagwörter	School Holding Power; Undergraduate Students; Academic Persistence; Time Management; Self Efficacy; Student Adjustment; Social Adjustment; Grade Point Average + Suchen Sie Ihr Suchwort? Zeitmanagement; Self-efficacy; Selbstwirksamkeit; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Anpassung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01