Noncognitive Factors for Probationary Students Engaged in Academic Recovery Courses: A Preliminary Study

Abstract

Studies of academic recovery courses (ARCs) focus almost exclusively on academic outcomes, such as postcourse grade point average (GPA) and academic standing. This study explores the role of noncognitive factors—specifically attribution perspective, shame resilience, and academic identity—for students engaged in ARCs. Pre- and postcourse data from ARC students revealed significant correlations between noncognitive factors and academic standing and statistically significant relationships among non-cognitive factors, as well as a significant difference in mean shame scores by gender. Practice implications are presented to guide educators in their retention efforts with probationary students and to encourage future research.