18 Journal of College Student Emotional and Social Factors to Predict&Shaw,withnotPauwaredofactors.toresearchdeacademicofimpactandhowof1997).theanwhohasS.ItbetterGregoryhavingself-controloninBrooksadjustmajorwell-beingpredictorthathasEvansville.DevelopmentFoster, Student SuccessS. Mary E.
Using Pritchard Gregory Wilson College academic success and retention have traditionally been predicted using demo- graphic and academic variables. This study moved beyond traditional predictors. A survey of 218 undergraduate students from a private Midwestern university revealed that emotional and social factors (e.g., stress, frequency of alcohol consumption) r elated to GPA and emotional factors (e.g., self-esteem, fatigue) related to attrition. The successful completion of a college degree in today���s society is perceived as paramount to individual achievement. However, a study conducted by Tinto (1987) reported that approximately 57% of college students would leave their first college choice without receiving a degree. More surprisingly, this same study revealed that 43% of college students would drop out altogether, never completing their degree. Although some students leave for reasons beyond the control of the institution, most attrition is preventable (Levitz & Noel, 1989). As a result, factors that influence a student���s ability to successfully complete college have received increased attention in recent years, and a number of academic factors have been examined in attempts to identify those students most likely to achieve success in college. Hence, qualitative variables such as gender (Sanders, 1998), the educational level of the parent (Ting & Robinson, 1998), high school GPA (Ting & Robinson Tobey, 1997 Wolfe & Johnson, Mary E. Pritchard is an Assistant Professor of Psychology at the University of Evansville. W ilson is an Assistant Professor of Human Kinetics and Sports Studies at University of 1995), high school rank (Haviland, Haviland, 1984), and ACT/SAT scores (Brooks & DuBois, 1995 1998 Sanders) have been associated college retention rates. However, these variables clearly account for all of the variation success. Szulecka, Springett, and (1987) have suggested that the causes of attrition in first-year college students emotional rather than academic Furthermore, Leafgran (1989) suggested that students who are emotionally and socially healthy have a greater chance succeed in college. However, little has addressed the relationship college students��� emotional and social to retention and academic success. Many psychological variables college GPA and retention. DuBois (1995) found that emotional vari- ables exerted a strong influence well students adjusted to their first year of college, which is a strong academic success (Van Heyningen, It has further been reported pos- session of high self-confidence (Boyer & Sedlacek, 1988 Foster, 1998), (Wolfe & Johnson, 1995), and achievement-oriented personality (Foster) are associated with a higher academic performance. In addition, students are adaptive perfectionists tend to to college and as a result, have higher rates of retention (Rice & Mirzadeh, 2000).

JANUARY/FEBRUARY 2003 ��� VOL 44 NO 1 19 Predicting Student Success been suggested that personality variables may be useful predictors of future college performance and attrition (Tross, Harper, Osher, & Kneidinger, 2000).academic On the other hand, emotional health may also negatively influence per- formance and retention. For example, students who are depressed have been found to have lower GPAs when compared to students who are not (Fazio & Palm, 1998), whereas students who are anxious are more likely to drop out than their peers (Tobey, 1997). We examined the impact of emotional state (e.g., depression, fatigue) on GPA and retention.less-anxious Finally, previous research has shown a dramatic increase in the levels of stress experienced by college students over the past 30 years (Sax, 1997). This is important because stress can influence academic performance. Recent investigations have found that GPA is predicted by stress, daily hassles, and adjustment to college (Van Heyningen, 1997). In addition, anxiety levels relating to academic issues (Tobey, 1997) and daily hassles (Brooks & DuBois, 1995) affect adjustment to college and retention. Because of the impact of stress on academic success, it is important to examine how the college experience affects students��� psycho- logical well-being and adjustment.the Another factor that may impact student success is student social health. Some researchers have suggested that most important element to success and retention in the first year is student involvement (Astin, 1984). The development of inter- personal relationships with peers is critically important for student success (Upcraft, 1982, 1985). In fact, studies have found that both GPA (Boyer & Sedlacek, 1988 Brooks & DuBois, 1995) and retention (Upcraft & Gardner, 1989) are predicted by social support. Specifically, Tinto (1987) ���incongruence with one���s student peers proves to be a particularly important element in voluntary departure��� (p. 57). with good support from friends and (Tobey, 1997) and favorable impressions other students (McGrath & Braunstein, 1997) have higher retention rates. Hence, it is important to examine the kinds and of support students receive from peers.1994),degreeoffamilytotheredifferentStudentsstatedhasacademic Student involvement in campus organi- zations can affect their satisfaction with college (Cooper, Healy, & Simpson, drive to achieve, confidence in ability (House, 2000), academic performance (Hartnett, 1965), and decisions leave (Okun & Finch, 1998). However, appears to be some variation in how types of college organizations might affect students��� academic success. Studies have shown that membership in Greek organi- zations is related to GPA (Schrager, It has also been found that religiosity affects adjustment to college and retention (Low Handal, 1995). However, religiosity itself has not been found to significantly student GPA (Zern, 1987, 1989). Finally, although members of Honors programs organizations might have a more impressive academic background than their are no more likely to stay in school, because they often lack the social support they need as a result they may have low self-esteemistheyorwithimpact&1986).wholife1989).&peers,college and consequently drop out (Day, Integrally tied to social support extraversion (Rehulkova, Blatny, Osecka, 1995). There are conflicting results regard to the influence of extraversion and introversion on GPA and retention. Some studies have found that students are extraverts tend to adjust better to (Searle & Ward, 1990), possess a better sense of well-being (Demakis & McAdams, 1994),