ERIC Number: ED604990
Record Type: Non-Journal
Publication Date: 2017-Apr-29
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-
EISSN: N/A
Available Date: N/A
Noncognitive Factors in College Student Success: Testing a Hypothesized Model
Farruggia, Sue P.; Han, Cheon-woo; Solomon, Bonnie
AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017)
This study tested a comprehensive model of the effects of noncognitive factors (academic mindsets, learning strategies, grit), as well as student background (e.g., Pell-eligibility) and academic preparation (e.g., high school GPA), on college academic performance (e.g. first-term GPA) and retention through structural equation modeling. Participants included 2,778 ethnically-diverse, first-year students at a large, public research university, who completed a noncognitive skills inventory during their first semester. Academic performance was directly affected by students' learning strategies and academic perseverance and also indirectly by their academic mindsets. Only participants' academic performance had a strong direct effect on retention. Students' background and academic preparation were also associated academic performance and modestly with noncognitive factors. These findings have implications for student support services.
Descriptors: Academic Achievement, Student Attitudes, Learning Strategies, Academic Persistence, Grants, Federal Aid, Prior Learning, Grade Point Average, School Holding Power, College Freshmen, Student Characteristics, Minority Group Students, First Generation College Students
AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Pell Grant Program
Grant or Contract Numbers: N/A
Author Affiliations: N/A