Factors in college persistence.

Ikenberry, Stanley O.

doi:10.1037/h0046000

Cited by 10 publications

(4 citation statements)

References 4 publications

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“…AN ILLUSTRATION Ikenberry (1960Ikenberry ( , 1961 carried out a multiple-discriminant analysis of seven aptitude, attitude, and social-background measures on ten groups of college-freshman "withdrawals" and "enrollees." His purpose was to study differences between students who withdrew during their freshman year and those who did not, when both types of students were classified on the basis of sex and first-term achievement.…”

Section: The Factorial-design Modelmentioning

confidence: 99%

Factorial-Design Multiple-Discriminant Analysis: A Description and an Illustration

Saupe

1965

American Educational Research Journal

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Section: The Factorial-design Modelmentioning

confidence: 99%

Factorial-Design Multiple-Discriminant Analysis: A Description and an Illustration

Saupe

1965

American Educational Research Journal

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“…Summerskill (1962) noted that only about one third of college dropouts are due to academic difficulty. Similarly Ikenberry (1961) found intellectual factors to be powerful discriminators, but this did not produce a clear dichotomy of high-ability persisters and low-ability dropouts. Other investigators have proposed socioeconomic status (Barger & Hall, 1965;Ikenberry, 1961) and institutional characteristics (Astin, 1964) as important causes of attrition, but neither variable has been shown to operate consistently.…”

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confidence: 96%

A multivariate study of personality and academic factors in college attrition.

Maudal

Butcher²,

Mauger³

1974

Journal of Counseling Psychology

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Multiple linear discriminant function analyses were performed using academic, performance, and personality variables to discriminate among groups of transfers, persisters, and dropouts two years after college matriculation. Discrimination above base rates was obtained with either academic or personality variables. Analysis of all variables combined added no predictive power beyond that by either subset alone. The results held up on cross-validation.

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“…of academic aptitude, achievement and biographical variables. Ikenberry (1961), in one of the most intensive studies of college persistence, showed that it was possible to differentiate groups of college students simultaneously classified according to persistence status, GPA and sex. Measures of academic aptitude, achievement, social status, attitudes and values were used; and all but the last two made an important contribution to group differentiation.…”

mentioning

confidence: 99%

Prediction of persistence in college.

Prediger¹

1965

Journal of Counseling Psychology

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Primarily an investigation of: (a) the accuracy and practical value of predictions of college persistence based on commonly used academic aptitude and achievement measures, and (b) the unique contribution of biographical data to this task. 1,710 University of Missouri male persisters and dropouts over a 2-year period were further classified into passing and failing groups on the basis of cumulative GPA. Although these four groups could be differentiated (p<.0005) by multivariate analysis of variance, predictions of group membership were found to be of httle practical value. Discriminant analysis and analysis of covariance indicated that the four groups were discriminated on an academic achievement dimension with past achievement making the major contribution. An empirically keyed biographical inventory made no unique contribution to group differentiation.

show abstract

Factors in college persistence.

Cited by 10 publications

References 4 publications

Factorial-Design Multiple-Discriminant Analysis: A Description and an Illustration

Factorial-Design Multiple-Discriminant Analysis: A Description and an Illustration

A multivariate study of personality and academic factors in college attrition.

Prediction of persistence in college.

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