Using Emotional and Social Factors to Predict Student Success
- ISSN: 15433382
- DOI: 10.1353/csd.2003.0008
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) related to GPA and emotional factors (e.g., self-esteem, fatigue) related to attrition.
Using Emotional and Social Factor...
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).