Predictors of persistence among Twenty -first Century Scholars program enrollees

Sharon Louise McNeany, Purdue University

Abstract

Indiana's Twenty-first Century Scholars program substantially increases the number of low income students who prepare for, enroll in, and attend college. Identifying factors influencing attrition is crucial to providing effective interventions that help students complete the program and receive the necessary college funding. The purpose of this study was to predict group membership in one of two groups, enrollees persisting in the program and enrollees who were not persisting in the program by becoming ineligible or not affirming a scholarship after completing high school. Based on the Social Cognitive Career Theory (SCCT), four factors were hypothesized to predict persistence among Twenty-first Century Scholars program enrollees. Participants ( N = 233) were selected from the students currently enrolled in the Scholars program in 36 counties in Indiana. Discriminant function analysis was used to (1) determine whether self-efficacy, outcome expectations, perceived supports, and perceived barriers could predict group membership, and (2) determine the relative importance of each predictor on persistence. Consistent with the SCCT, the combination of academic self-efficacy, outcome expectations, perceived supports, and perceived barriers predicted group membership (persisters vs. nonpersisters). Self-efficacy was the most significant predictor of persistence, and outcome expectations was the second most important predictor of persistence. Limitations and implications for future research and interventions are discussed.

Degree

Ph.D.

Advisors

Kelly, Purdue University.

Subject Area

Academic guidance counseling

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