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This study examined college students' proneness to dropping out, focusing on student success in developmental mathematics. The study investigated whether or not three groups of college freshmen taking developmental mathematics (completers, grade C or better; nonsuccessful completers, grade D or F; and noncompleters, grade W) were significantly different in terms of dropout proneness scores on the College Student Inventory, which was designed for incoming freshmen and included 194 items that focused on academic motivation, social motivation, general coping skills, receptivity to support services, and initial impression. The dropout proneness scale measured students' overall inclination to drop out prior to completion of a degree plan. The inventory was administered to incoming freshmen (n=402) enrolled in a development mathematics for the fall l996 semester, either during a summer freshman program or during fall orientation. Only students who had completed the College Student Inventory were included in the sample. Researchers collected demographic data and college course grades from the student information system. Results highlighted statistically significant differences between successful completers and nonsuccessful completers on the dropout proneness score. Nonsuccessful completers had higher dropout proneness than successful completers. There were no statistically significant differences between noncompleters and nonsuccessful completers. (Contains 24 references.) (SM)

Descriptors: College Freshmen, College Mathematics, College Students, Coping, Dropout Characteristics, Dropout Rate, Dropout Research, High Risk Students, Higher Education, Mathematics Education, Potential Dropouts, Student Attitudes, Student Characteristics, Student Motivation











Autor: Autrey, Kathy R.; Horton, Steve; Kher, Neelam; Molstead, Susan; Juneau, Gayle

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9389&id=ED438757







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