Emotional Intelligence and Spiritual Formation Scores as Predictors for College Freshman at Risk for Dropping Out

Autor/in	Gilliland, Sandra Le' Ann
Titel	Emotional Intelligence and Spiritual Formation Scores as Predictors for College Freshman at Risk for Dropping Out
Quelle	(2013), (129 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New Orleans Baptist Theological Seminary
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3211-1693-9
Schlagwörter	Hochschulschrift; Dissertation; Emotional Intelligence; Dropouts; Correlation; Academic Persistence; High Schools; Grade Point Average; At Risk Students; College Entrance Examinations; Spiritual Development; Scores; College Freshmen; School Holding Power; Identification; Religious Factors; Majors (Students); Evaluation Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Emotionale Intelligenz; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Korrelation; High school; Oberschule; Aufnahmeprüfung; Studienanfänger; Identifikation; Identifizierung
Abstract	The current research examined the relationship between two non-academic factors associated with retention: emotional intelligence (EI) and spiritual formation. The primary goal of this research was to determine whether using a combination of academic and non-academic factors could increase the researcher's ability to identify students most at risk for dropping out during their first two semesters of college. One of the major concerns at both public and private universities is the retention rate of students. While traditional academic factors such as high school grade point average (HSGPA) and ACT scores historically have been used to predict student readiness and success, research suggests these factors alone are insufficient (Lotkowski, Robbins, & Noeth, 2004, p. vii). The current study utilized the Student Relationship Assessment (SRA) to measure El and spiritual formation scores among incoming freshmen to determine whether these scores are useful in identifying students at risk for dropping out. The study contained four research questions with eight hypotheses. The EI factors measured by the SRA did not demonstrate an effect on retention alone. The global spiritual formation factor did not reveal an effect on retention; however, the subscale of religious activity did demonstrate a statistically significant effect on retention. The demographic factors age and declaration of major both demonstrated an effect on retention. When these factors were combined with the traditional academic factors of ACT scores and HSGPA, student retention increased significantly at the 90% confidence level. A discussion of these results, the limitations of the study and recommendations for future research are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01