An Examination of Indicators of Engineering Students' Success and Persistence

Abstract

Student success and persistence within the major and university were examined through hierarchical linear and logistic regression analyses for two cohorts of engineering students. Indicators of success and persistence were based on theoretical and empirical evidence and included both cognitive and noncognitive variables. Cognitive variables included high school rank, SAT scores, and university cumulative grade point average. Noncognitive factors included academic motivation and institutional integration. Outcome variables included grade point average, enrollment at the university, and status as an engineering major. Gender differences also were evaluated. Several significant relationships among the variables were found. For instance, increased levels of motivation were significantly related to continuing in the major. Implications and directions for future research are discussed.

Step-Outs to Stars: Engineering Retention Framework

“…Shuman, et al 35 showed that students on academic probation accounted for half the students who left engineering. Other research has shown a statistically significant difference in the GPA for students who remained in engineering versus those who left the university or switched to another major 36,37,38,39 . Hartman and Hartman 13 found significant difference in average GPA for males who left engineering and those who stayed, but there was no significant difference for females.…”

Students Against the Odds: First-year Engineering Students' Strategies for Improving Academic Achievement

“…Another venue of intense research is non-cognitive traits, which have borne mixed results. French et al 6 found no difference between students' motivation and institutional integration and cumulative GPA. On the other hand, Vogt 9 found a positive correlation between self-efficacy and engineering students' GPA.…”

“…In particular, previous academic achievement is frequently reported as a significant predictor of academic achievement 6 However, in some engineering schools, its predictive capacity is rather modest 7 . Therefore, other factors have been closely investigated.…”

“…Finally, scholars have also asked for the influence of race and gender. Interestingly, despite the fact women are underrepresented in engineering, they often report greater GPA than men 6 . Vogt found that women in engineering exerted more effort and were more likely to ask for academic help than men 10 .…”

Investigating the Role of Interaction, Attitudes, and Intentions for Enrollment and Persistence in Engineering among Underrepresented Minority Students

“…Conversely, authors in one study found that interactions outside of ethnicity with faculty and peers were beneficial and increased underrerpresented students' confidence [22] . Overall, engineering students' interactions with faculty are vital for retention and persistence [23,24,25] and are especially critical for black and Latino students in ensuring their academic success [8,14,26,27] .…”