Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
This study examines non-cognitive predictors of first-year engineering retention for students who received a C in their first semester mathematics course. Scores across eight non-cognitive measures served as model predictors, obtained at the onset of the freshmen year, including: value interest in engineering, perceived effort, opportunity, and psychological costs, perceived belonging uncertainty, contingencies of self-worth: academic competence, test anxiety, and self-efficacy. Results based on least absolute shrinkage and selection operator regression reported that value interest and test anxiety were the best predictors of C-student retention. The results from this study inform research on the decision-making of students that have potential for graduation but are at risk of leaving engineering. Our results indicate that a strategic intervention in increasing interest in engineering may lead to strong gains in engineering retention at this university, and potentially others as well.
Bego, C. R., & Immekus, J., & Hieb, J. L. (2020, June), Predictors of First-year Retention Among Undergraduate Engineering Students Who Earn a C in their First-semester Math Course Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35076
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