Persistence in Engineering and Technical Institute Programs: A Study of Some Nonintellective Concomitants

This study identifies certain personal attributes and personality factors and variables which might provide a valid pattern of factors characteristic of engineering and technical institute dropouts. The subjects utilized were 134 freshman students at Oklahoma State University. Of this group, 50 were engineering freshmen, and 84 were technical institute freshmen. Those who satisfactorily completed their freshman year of study and returned for their sophomore year of study were considered nondropouts; while those discontinuing their program before their sophomore year were considered dropouts. Data gathered on the subjects included a measure of social attitudes, social values, scholastic aptitude, and a social class grouping. Findings and conclusions were that engineering freshmen (1) came from significantly higher social class backgrounds than technical institute students, (2) had significantly higher scholastic aptitudes, (3) were more theoretically oriented, and (4) were more motivated to achieve than technical institute freshmen. The technician group had a significantly greater need for nurturance than the engineering group. There was no significant difference between the needs of engineering dropouts and technical institute dropouts. The combined dropout group had a significantly higher need for affiliation and nurturance than the nondropouts. The nondropouts had significantly higher economic needs orientation than the dropouts.