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Understanding the Factors Influencing Retention Among College Freshmen Using the Learning and Study Strategies Inventory

Newmeyer, Mark D.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1155166146

Abstract Details

2006, EdD, University of Cincinnati, Education : Counselor Education.
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).
Dr. Geoffrey Yager (Advisor)
114 p.
Education, Higher
Retention; Learning and Study Strategies Inventory; LASSI; Structural Equation Modeling; SEM

Recommended Citations

Citations

  • Newmeyer, M. D. (2006). Understanding the Factors Influencing Retention Among College Freshmen Using the Learning and Study Strategies Inventory [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1155166146

    APA Style (7th edition)

  • Newmeyer, Mark. Understanding the Factors Influencing Retention Among College Freshmen Using the Learning and Study Strategies Inventory. 2006. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1155166146.

    MLA Style (8th edition)

  • Newmeyer, Mark. "Understanding the Factors Influencing Retention Among College Freshmen Using the Learning and Study Strategies Inventory." Doctoral dissertation, University of Cincinnati, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1155166146

    Chicago Manual of Style (17th edition)

ucin1155166146
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© 2006, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.