A Longitudinal Cohort Study of Student Motivational Factors Related to Academic Success and Retention Using the College Student Inventory

Autor/inn/en	Slanger, William D.; Berg, Emily A.; Fisk, Paul S.; Hanson, Mark G.
Titel	A Longitudinal Cohort Study of Student Motivational Factors Related to Academic Success and Retention Using the College Student Inventory
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 17 (2015) 3, S.278-302 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025115575701
Schlagwörter	Longitudinal Studies; Cohort Analysis; Student Motivation; Academic Achievement; Success; College Students; Academic Persistence; Grade Point Average; College Credits; Regression (Statistics); Student Records; Student Surveys; Likert Scales; Statistical Analysis; Robustness (Statistics); Achievement Need; Predictive Validity; Predictive Measurement; Monte Carlo Methods + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kohortenanalyse; Schulische Motivation; Schulleistung; Erfolg; Collegestudent; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Regression; Regressionsanalyse; Schülerakte; Schülerbefragung; Likert-Skala; Statistische Analyse; Widerstandsfähigkeit; Monte-Carlo-Methode
Abstract	Ten years of College Student Inventory (CSI) data from one Midwestern public land-grant university were used to study the role of motivational factors in predicting academic success and college student retention. Academic success was defined as cumulative grade point average (GPA), cumulative course load capacity (i.e., the number of credits earned divided by number of classes for which a grade was given), cumulative ratio of credits earned to credits taken, and retention to subsequent fall semesters through eight semesters of study. An aggregation of 256 stepwise linear regression results showed Predicted Academic Difficulty and Dropout Proneness were predictive of cumulative GPA across all cohort groups and through the eighth semester of study. Three of the four CSI compound scales (not Receptivity to Institutional Help) were found to be predictive of ratio of credits earned to credits attempted through the fourth semester and retention through a maximum of eight semesters. In addition to drawing light to sophisticated nuances with which the CSI can be practically applied to individual students, this study suggests that the CSI can play a global role in monitoring over time changing student motivational factors related to college student success. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01