Community colleges provide access to all, yet face the challenge of improving student academic performance and completion rates. This becomes increasingly difficult when considering the increasing number of students enrolling in developmental coursework upon entering a 2-year institution. Although placement tests can determine a students' academic skills, many developmental students are at-risk for succeeding in college and have been found deficient in the area of study skills. Given that lack of skill, will, and self-regulation are strongly correlated with several negative outcomes among college students, and students with lower placement test scores report low academic success, it is important to understand how these factors influence academic success among community college students. This retrospective quantitative study was conducted to examine how the Learning and Study Strategies Inventory (LASSI-2) components of skill, will, and self-regulation may influence academic success among community college students with low placement test scores. A nonexperimental correlational research design was used. This retrospective quantitative study involved use of full-time first semester developmental matriculated and nonmatriculated community college students (N = 112) to examine the effect of skill, will, and self-regulation on first semester grade point average (GPA) of students with low placement scores. The correlation between skill and GPA was not significant (p > .05). The correlation between self-regulation and GPA was not significant (p > .05). The correlations among the independent variables of skill, will, and self-regulation were significant (p < .001). Results indicated that only the component of will was statistically significant in predicting GPA (r = .21, p = .01). The results will possibly be an influence as to how postsecondary institutional leaders address the nonacademic needs of this population with the possibility of improving academic success and graduation rates. The findings of this study indicate future research utilizing community college students is needed. Further evaluation of nonintellective factors to determine student success is also recommended.
|Advisor:||Schnarrs, Phillip W.|
|Department:||School of Education|
|School Location:||United States -- Arizona|
|Source:||DAI-A 75/11(E), Dissertation Abstracts International|
|Subjects:||Community college education, Educational tests & measurements, Higher education|
|Keywords:||Community college, Developmental, Remedial, Student success|
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