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Intervention e-mails and retention: ...

Heffernon, John.

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Intervention e-mails and retention: How e-mails tailored to personality impact an undergraduate student's decision to return to school or not.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Intervention e-mails and retention: How e-mails tailored to personality impact an undergraduate student's decision to return to school or not./
Author:	Heffernon, John.
Description:	46 p.
Notes:	Source: Masters Abstracts International, Volume: 55-05.
Contained By:	Masters Abstracts International55-05(E).
Subject:	Social research. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10137870
ISBN:	9781339934815

Intervention e-mails and retention: How e-mails tailored to personality impact an undergraduate student's decision to return to school or not.
Heffernon, John.

Intervention e-mails and retention: How e-mails tailored to personality impact an undergraduate student's decision to return to school or not. - 46 p.

Source: Masters Abstracts International, Volume: 55-05.

Thesis (M.A.)--Minnesota State University, Mankato, 2016.

Universities and colleges constantly face a costly problem: low student retention rates. One potential solution to low student retention is a personality-tailored e-mail intervention. The researcher tested this idea with a sample of 59 first-year students from Minnesota State University, Mankato. Participants took a personality assessment in order to measure their personality trait of sociability. Then participants were split into an experimental group and a control group based on a matched-sample paradigm that ensured sociability was not significantly different between the two groups. Participants in the experimental group received four different intervention e-mails throughout the course of the 2015 fall semester. The e-mails informed them about social events occurring on campus (i.e. football games, diversity events, and concerts) over the course of a two-week period. Four different academic outcomes were measured: GPA, course completion rates, course withdrawals, and fall-2015-to-spring-2016 retention rates. Additionally, Recognized Student Organization (RSO) membership was measured. The results demonstrated that sociability-tailored e-mail interventions have no association with course completion, course withdrawals, and retention. The results also demonstrated that sociability-tailored e-mail interventions have a negative association with GPA and RSO membership. Theoretical and practical implications for studying personality-tailored e-mail interventions and their effect on academic outcomes are discussed.

ISBN: 9781339934815Subjects--Topical Terms:

2122687
Social research.

Intervention e-mails and retention: How e-mails tailored to personality impact an undergraduate student's decision to return to school or not.
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245 1 0 $a Intervention e-mails and retention: How e-mails tailored to personality impact an undergraduate student's decision to return to school or not.
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500 $a Source: Masters Abstracts International, Volume: 55-05.
500 $a Adviser: Kristie Campana.
502 $a Thesis (M.A.)--Minnesota State University, Mankato, 2016.
520 $a Universities and colleges constantly face a costly problem: low student retention rates. One potential solution to low student retention is a personality-tailored e-mail intervention. The researcher tested this idea with a sample of 59 first-year students from Minnesota State University, Mankato. Participants took a personality assessment in order to measure their personality trait of sociability. Then participants were split into an experimental group and a control group based on a matched-sample paradigm that ensured sociability was not significantly different between the two groups. Participants in the experimental group received four different intervention e-mails throughout the course of the 2015 fall semester. The e-mails informed them about social events occurring on campus (i.e. football games, diversity events, and concerts) over the course of a two-week period. Four different academic outcomes were measured: GPA, course completion rates, course withdrawals, and fall-2015-to-spring-2016 retention rates. Additionally, Recognized Student Organization (RSO) membership was measured. The results demonstrated that sociability-tailored e-mail interventions have no association with course completion, course withdrawals, and retention. The results also demonstrated that sociability-tailored e-mail interventions have a negative association with GPA and RSO membership. Theoretical and practical implications for studying personality-tailored e-mail interventions and their effect on academic outcomes are discussed.
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