Student Retention in Higher Education: The Role of Creativity, Emotional Intelligence and Learner Autonomy

Autor/inn/en	Alsharari, Nizar Mohammad; Alshurideh, Muhammad Turki
Titel	Student Retention in Higher Education: The Role of Creativity, Emotional Intelligence and Learner Autonomy
Quelle	In: International Journal of Educational Management, 35 (2020) 1, S.233-247 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alsharari, Nizar Mohammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-12-2019-0421
Schlagwörter	Academic Persistence; School Holding Power; Creativity; Correlation; Emotional Intelligence; Personal Autonomy; Web Sites; Decision Making; Archives; Role; Higher Education; Private Colleges; College Students; Foreign Countries; United Arab Emirates; Saudi Arabia + Suchen Sie Ihr Suchwort? Kreativität; Korrelation; Emotionale Intelligenz; Individuelle Autonomie; Web-Design; Decision-making; Entscheidungsfindung; Archivwesen; Archiv; Rollen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Privathochschule; Collegestudent; Ausland; Vereinigte Arabische Emirate; Saudi-Arabien
Abstract	Purpose: This paper aims to introduce a new retention model suitable for academic setting that is based on the interaction between creativity, emotional intelligence and learner autonomy. Design/methodology/approach: This paper uses quantitative research methods, especially survey, to justify the hypotheses testing and the components of new retention model. Based on the proposed model, three hypotheses have developed and tested using Smart Partial Least Square (SPLS) method. This paper also uses the qualitative data including documents, archival records and website analysis. Findings: The findings denote that creativity, emotional intelligence and learner autonomy positively affect students' retention. The findings also indicate that there is a strong relationship between emotional intelligence and learner autonomy. It assumes that the study indicators might lead to students' retention and that autonomous learners persevere toward academic goals. Research limitations/implications: The paper concludes with discussion of limitations of the study, suggestions for future research, and how administrators of nontraditional programs can benefit from this study. This study has important implications for higher education decision makers and university leaders alike. Originality/value: The proposed students' retention model symbolizes the interplay between the cognitive and affective domains of creativity and emotional intelligence, which can contribute to learner autonomy intentions, changes in persistence and formulation of new beliefs in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01