Development of the Student Attitudinal Success Instrument: Assessment of first year engineering students including differences by gender

Kenneth J Reid, Purdue University

Abstract

Retention in engineering, particularly retention past the first year when attrition is most prevalent, is an issue of increasing importance within the United States. Attempts to predict student retention or identify students who may tend to leave engineering have traditionally relied on data collected during or after the undergraduate engineering experience. Ultimately, early identification of characteristics that may tend to indicate a higher propensity for success would allow for early and effective interventions, thus increasing chances of success for students. Toward this end, the Student Attitudinal Success Instrument (SASI) was developed as a survey of student self-report, affective characteristics. The focus of this dissertation is the development and use of this instrument, including its psychometric properties and use during the first year. Cluster analysis results in a repeatable, 3-cluster solution for incoming cohorts providing evidence of stability. The instrument proved to be gender-neutral, as evidenced by small to near-zero effect sizes of differences by gender of each affective characteristic. Cluster analysis is used to support similarity in affective characteristics between genders, with resultant normative taxonomies proving to be highly similar. The instrument was used to collect data toward the end of the first year; results showed a significant shift in affective characteristics over the first year. Cluster analysis at the end of the year shows the emergence of a four cluster solution. Implications of shifts in cluster memberships are also discussed.

Degree

Ph.D.

Advisors

Imbrie, Purdue University.

Subject Area

Engineering|Higher education

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