2011 - Are Math Readiness and Personality Predictive of First-Year Retention in Engineering?

Attribution: Moses, Laurie, Hall, Cathy, Wuensch, Karl, De Urquidi, Karen, Kauffmann, Paul, Swart, William, Duncan, Steve, & Dixon, Gene
Researchers: Cathy HallGene DixonKaren De UrquidiKarl WuenschLaurie MosesPaul KauffmannSteve DuncanWilliam Swart
University Affiliation: East Carolina University
Email: hallc@ecu.edu
Research Question:
The current study foci are on both entering scholastic aptitude and affective factors of personality in aiding in the prediction of retention in engineering at the end of the freshman year.
Published: Yes
Journal Name or Institutional Affiliation:
Journal Entry: Vol. 145, No. 3, Pp. 229-245
Year: 2011
Findings:

– Calculus readiness and high school GPA were predictive of retention.
– Scores on the Neuroticism and Openness subscales from the NEO-FFI and LOC were correlated with retention status, but Openness was the only affective factor with a significant unique effect in the binary logistic regression.
– The Openness factor is often associated with the active seeking and appreciation of new experiences.
– Results from the current study failed to support a direct effect of affective factors in the prediction of student retention at the end of the freshman year in engineering but did support the indirect affect.
– Results of the study lend modest support to Borkowski’s model.

 

Scholarship Types: Journal Article Reporting Empirical ResearchKeywords: Academic PreparationEngineeringRetentionSTEMRegions: UnknownMethodologies: QuantitativeResearch Designs: Secondary Survey DataAnalysis Methods: binary logistic regression Sampling Frame:Engineering Students
Sampling Types: Non-Random - PurposiveAnalysis Units: StudentData Types: Quantitative-Longitudinal
Data Description:

A model by Borkowski et al. suggests that academic success is based on a number of interactive components. These components can aid an individual in using his or her ability efficiently and effectively if basic aptitude is present, and metacognition is one of those factors. “Metacognition” has been defined as awareness of cognitive processes and how to strategically employ these processes in order to be more efficient and effective when engaged in a learning task. One aspect of metacognition involves acquisition procedures, and the other focuses on affective factors.

Participants were 129 college freshmen with engineering as their stated major. Participants in the current study were recruited in the fall of 2007 and fall of 2008. Aptitude was measured by SAT verbal and math scores, high school grade-point average (GPA), and an assessment of calculus readiness. Affective factors were assessed by the NEO- Five Factor Inventory, and the Nowicki- Duke Locus of Control (LOC) scale.

The Nowicki-Duke Locus of Control Scale measures locus of control in adolescents and young adults. The scale is a 40-item assessment that asks how a person feels during different life experiences, such as “Do you believe wishing can make good things happen?” Each question is answered by marking a “yes” or “no”.

The NEO Personality Inventory NEO-FFI is a personality assessment of five major personality factors: Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness. Each question is answered on a 5-point Likert scale.

The nonretainee group included 48 students who changed to a different declared major, 3 students who transferred to another university, and 13 students who dropped out of school at the end of their freshman year due to poor academic performance.

The dependent variable was if the student was retained in Engineering after the first-year.

Theoretical Framework:
Relevance:STEM Persistence and Retention
Archives: K-16 STEM Abstracts