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ERIC Number: ED568233
Record Type: Non-Journal
Publication Date: 2014
Pages: 141
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-3544-5
The Role of Academic Factors, Self-Efficacy, Mentoring Relationships and Learning Communities in Persistence and Academic Success of Freshman College Students
Baier, Stefanie Theresia
ProQuest LLC, Ph.D. Dissertation, Wayne State University
Many U.S. universities are concerned with student retention. The current study surveyed 237 first time college students at a Midwestern university to determine the extent to which social-cognitive factors, such as high school GPA, ACT scores, first semester college GPA, college self-efficacy and perceptions of mentorship support influence freshmen's intent to persist and academic success. Pearson Correlations, Standard Multiple Regression Analyses, PROCESS for Mediation and Moderation, and a MANOVA were performed. The study's findings show that college self-efficacy and perceptions of mentorship were the strongest predictors for intentions to persist past the first college semester. High school GPA was the strongest predictor, but ACT scores, perceptions of mentorship and participation in Learning Communities were also related to first semester college GPA. However, these results must be taken with caution. Because of the heterogeneous nature of Learning Communities, their impact may be further explored in future studies. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A