ERIC Number: EJ1125114
Record Type: Journal
Publication Date: 2017-Feb
Abstractor: As Provided
Predicting Community College and University Student Success: A Test of the Triadic Reciprocal Model for Two Populations
Heller, Monica L.; Cassady, Jerrell C.
Journal of College Student Retention: Research, Theory & Practice, v18 n4 p431-456 Feb 2017
The current study explored the differential influences that behavioral learning strategies (i.e., cognitive-metacognitive, resource management), motivational profiles, and academic anxiety appraisals have on college-level learners in two unique learning contexts. Using multivariate analysis of variance and discriminant analysis, the study first compared these variables across learners from a community college and traditional 4-year university located within the same regional area. The study also employed a series of multiple regression analyses to investigate the influence of these variables in predicting student performance outcomes (i.e., grade point average). The results illustrate that prior research on those factors most salient within student academic success prediction models within a social cognitive framework function as expected for the university population. However, the community college learner experience deviates significantly from this standard model. For the community college learner, it is the environmental factor that appears to be the most significant to predicting student success. These findings highlight those factors most influential in academic performance outcomes among diverse student populations.
Descriptors: Community Colleges, Two Year College Students, College Students, Universities, Learning Strategies, Student Motivation, Anxiety, Multivariate Analysis, Discriminant Analysis, Multiple Regression Analysis, Academic Achievement, Student Experience, Predictor Variables, Questionnaires, Grade Point Average
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A