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Understanding the Link Between Noncognitive Attributes and College Retention

Author

Listed:
  • Nicholas A. Bowman

    (University of Iowa)

  • Annette Miller

    (BKD, LLP)

  • Sherry Woosley

    (Skyfactor)

  • Nicholas P. Maxwell

    (Missouri State University)

  • Mary Jo Kolze

    (George Mason University)

Abstract

The attention to students’ noncognitive attributes has recently flourished within academic research and public discourse. This paper adds to the literature by examining the interrelationships among several key noncognitive attributes as well as exploring direct and indirect relationships between noncognitive attributes and second-year retention. Within a multi-institutional sample of 10,622 students, academic self-efficacy, academic grit, self-discipline, and time management all load onto a single noncognitive factor with strong inter-item correlations and internal reliability. Moreover, structural equation modeling analyses indicate a sizable and positive indirect effect of noncognitive attributes on college retention, which is mediated by social adjustment, institutional commitment, and college grade point average.

Suggested Citation

  • Nicholas A. Bowman & Annette Miller & Sherry Woosley & Nicholas P. Maxwell & Mary Jo Kolze, 2019. "Understanding the Link Between Noncognitive Attributes and College Retention," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(2), pages 135-152, March.
    • Handle: RePEc:spr:reihed:v:60:y:2019:i:2:d:10.1007_s11162-018-9508-0
    DOI: 10.1007/s11162-018-9508-0
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    References listed on IDEAS

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    1. Terry T. Ishitani, 2006. "Studying Attrition and Degree Completion Behavior among First-Generation College Students in the United States," The Journal of Higher Education, Taylor & Francis Journals, vol. 77(5), pages 861-885, September.
    2. Rosseel, Yves, 2012. "lavaan: An R Package for Structural Equation Modeling," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 48(i02).
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    Cited by:

    1. Gregory C. Wolniak & Marjolein Muskens, 2021. "Undermatching and Noncognitive Development during the First Year of College: A Longitudinal Study of College Students in the Netherlands," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(6), pages 855-884, September.
    2. Daniel A. Collier & Dan Fitzpatrick & Chelsea Brehm & Keith Hearit & Andrea Beach, 2020. "Structuring First-Year Retention at a Regional Public Institution: Validating and Refining the Structure of Bowman’s SEM Analysis," Research in Higher Education, Springer;Association for Institutional Research, vol. 61(8), pages 917-942, December.
    3. Daniel A. Collier & Dan Fitzpatrick & Madison Dell & Samuel S. Snideman & Christopher R. Marsicano & Robert Kelchen & Kevin E. Wells, 2022. "We Want You Back: Uncovering the Effects on In-Person Instructional Operations in Fall 2020," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(5), pages 741-767, August.

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