A Comparative Study on Student Retention and Academic Success in a Mid-Atlantic Community College

Autor/in	Murtha, Mitchell E.
Titel	A Comparative Study on Student Retention and Academic Success in a Mid-Atlantic Community College
Quelle	(2017), (97 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Widener University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-6473-3
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; School Holding Power; Academic Achievement; Community Colleges; Two Year College Students; Correlation; Statistical Analysis; Student Motivation; Interpersonal Competence; Prediction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Community college; Community College; Korrelation; Statistische Analyse; Schulische Motivation; Interpersonale Kompetenz; Vorhersage
Abstract	American higher education is at a unique point in its history. Current calls for accountability, transparency, cost control and results through gainful employment permeate the industry. Additionally, the movement known as the Completion Agenda has gained momentum and forced institutions of higher education to turn their attention from enrollment to academic success and retention. A major contributor to American higher education and the Completion Agenda are community colleges. Official retention rates at community colleges are grim; therefore, it is imperative that community colleges examine ways to increase student success and retention. Major influences on academic success and retention are non-cognitive factors. Non-cognitive factors, such as motivation, commitment, commitment to goals, and social skills, have been found to predict and explain student retention and success. The impact that non-cognitive factors have on students often depends on the individual student and the institution in which he or she enrolls. With that in mind, the purpose of this study was to quantitatively examine potential relationships between non-cognitive factors based on results of ACT Engage College and academic success and retention to a second year at a mid-sized Mid-Atlantic community college (ACT, Inc., 2012). The results of this study suggest that the ACT Engage Retention Index and Academic Discipline subscale have significant relationships with student retention at the ? = 0.05 level of significance. Additionally, the ACT Engage College Academic Success Index and the Academic Discipline, Academic Self-Confidence, Commitment to College, General Determination and Study Skills subscales have significant relationships with academic success at the ? = 0.05 level of significance. [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