UNDERSTANDING THE FACTORS INFLUENCING RETENTION AMONG COLLEGE FRESHMEN USING THE LEARNING AND STUDY STRATEGIES INVENTORY

 
 
 
 

UNDERSTANDING THE FACTORS INFLUENCING RETENTION AMONG COLLEGE FRESHMEN USING THE LEARNING AND STUDY STRATEGIES INVENTORY

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Title: UNDERSTANDING THE FACTORS INFLUENCING RETENTION AMONG COLLEGE FRESHMEN USING THE LEARNING AND STUDY STRATEGIES INVENTORY
Author: NEWMEYER, MARK D
Description: Abstract This investigation explored the contribution of the Learning and Study Strategies Inventory (LASSI) in understanding retention among college freshmen enrolled in a large Midwest urban university. Using Structural Equation Modeling (SEM), LASSI results were modeled along with exogenous demographic variables (i.e., age, gender and ethnicity) and exogenous retention indices (i.e., ACT/SAT results and high school cumulative Grade Point Average - GPA). Endogenous variables in the model included college cumulative GPAs of all student participants (n = 483) and their retention records over the course of five academic quarters. Exploratory and confirmatory factor analyses were used to check for item robustness within each of the ten LASSI scales. Items with significantly smaller factor loadings from each of the ten respective scales were eliminated prior to executing SEM. Asymptotic distribution-free estimates were used to adjust for non-metric variables in the model. Final model indices were X2 (15.9, N = 483) = 18, p = .597, GFI = 1.0, NFI = .969, AGFI = 1.0, RMSEA = .000, AIC = 69.93, and PGFI = .400 and indicate a good fit with the data. No direct path exists between the LASSI scales and either College GPA or retention. However, the construct “Will” was significantly correlated with College GPA, indicating that both attitude and motivation are critically important to student success. Significant paths from Gender to Retention and Gender to College GPA support the likelihood of male students being at greater risk of not persisting. A path from Ethnicity to College GPA also supports previous research suggesting that minority students are at a greater risk. Though the LASSI failed to contribute to a group level analysis of retention, caution is advised in dismissing the instrument as it may have significant clinical relevance (e.g., an academic advisor assisting a student in a one-on-one setting).
Permanent Link: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1155166146
http://hdl.handle.net/2374.OX/10371
Date: 2006

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