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Predicting Academic Difficulty among First-Semester College Students

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Title: Predicting Academic Difficulty among First-Semester College Students
Language: English
Authors: Shields, David C.
Source: ProQuest LLC. 2022Ph.D. Dissertation, Regent University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 119
Publication Date: 2022
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: College Freshmen, Academic Achievement, Difficulty Level, Academic Probation, Academic Persistence, School Holding Power, Student Motivation, Personal Autonomy, Social Support Groups, Self Efficacy, Predictor Variables, Outcomes of Education, Accuracy
ISBN: 979-84-268-3594-8
Abstract: Higher education retention research has taken on renewed importance in recent years with support for standardized entrance exams waning and student loan debts commanding social and political attention. Economic pressures have further exasperated college attrition and pushed researchers to better identify at-risk students before they experience academic difficulty. The purpose of this study was to evaluate the predictive quality of precollege academic motivation, self-efficacy for learning, learner autonomy, and perceived social support on first-semester academic outcome. Participants completed established surveys assessing the four variables prior to the start of the Fall 2021 semester. Fall semester academic outcome was obtained at the conclusion of the semester with students naturally differentiating into one of two categories: satisfactory academic standing or academic probation. Discriminant analysis was performed to determine if the four predictor variables could reliably predict first-semester academic outcome. Results indicated that variables could accurately predict first-semester academic outcome. Academic motivation was found to have a negligible predictive impact, while self-efficacy for learning, learner autonomy, and perceived social support maintained the same predictive accuracy in the absence of academic motivation. Additionally, presemester self-efficacy for learning, learner autonomy, and perceived social support varied significantly depending on first-semester academic outcome. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2022
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:29167500
Accession Number: ED625009
Database: ERIC
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  Data: Predicting Academic Difficulty among First-Semester College Students
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  Data: <searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Probation%22">Academic Probation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink>
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  Data: Higher education retention research has taken on renewed importance in recent years with support for standardized entrance exams waning and student loan debts commanding social and political attention. Economic pressures have further exasperated college attrition and pushed researchers to better identify at-risk students before they experience academic difficulty. The purpose of this study was to evaluate the predictive quality of precollege academic motivation, self-efficacy for learning, learner autonomy, and perceived social support on first-semester academic outcome. Participants completed established surveys assessing the four variables prior to the start of the Fall 2021 semester. Fall semester academic outcome was obtained at the conclusion of the semester with students naturally differentiating into one of two categories: satisfactory academic standing or academic probation. Discriminant analysis was performed to determine if the four predictor variables could reliably predict first-semester academic outcome. Results indicated that variables could accurately predict first-semester academic outcome. Academic motivation was found to have a negligible predictive impact, while self-efficacy for learning, learner autonomy, and perceived social support maintained the same predictive accuracy in the absence of academic motivation. Additionally, presemester self-efficacy for learning, learner autonomy, and perceived social support varied significantly depending on first-semester academic outcome. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 119
    Subjects:
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Academic Probation
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: School Holding Power
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Social Support Groups
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Outcomes of Education
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      – SubjectFull: Accuracy
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      – TitleFull: Predicting Academic Difficulty among First-Semester College Students
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