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A Longitudinal Study of Extant Pre- and Post-Grit Scores From Fall 2016 Through Fall 2018 for Developmental Students Enrolled in the First-Year Seminar at a Mississippi Community College.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Longitudinal Study of Extant Pre- and Post-Grit Scores From Fall 2016 Through Fall 2018 for Developmental Students Enrolled in the First-Year Seminar at a Mississippi Community College./
作者:	Wall, Elisabeth M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	156 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29093220
ISBN:	9798403423953

A Longitudinal Study of Extant Pre- and Post-Grit Scores From Fall 2016 Through Fall 2018 for Developmental Students Enrolled in the First-Year Seminar at a Mississippi Community College.
Wall, Elisabeth M.

A Longitudinal Study of Extant Pre- and Post-Grit Scores From Fall 2016 Through Fall 2018 for Developmental Students Enrolled in the First-Year Seminar at a Mississippi Community College. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 156 p.

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ed.D.)--Delta State University, 2021.

This item must not be sold to any third party vendors.

This nonexperimental, longitudinal panel study was designed to test the predictive capacity of a grit intervention within a first-year seminar course that targeted academically underprepared students at a Mississippi community college. Extant pre- and post-grit scores for developmental students enrolled in the first-year seminar were analyzed for each cohort year between fall 2016 and fall 2018. The predictive capacity of post-grit scores on student success outcomes was also examined.The selected sample consisted of 129 first-time, full-time students enrolled in the first-year seminar with ACT sub-scores below 17 in English and Mathematics; all students in the sample had both pre- and post-grit scores on file. Research has shown grit is malleable through intervention with sustained long-term change, and intervention is especially effective for academically high-risk students and students of low- socioeconomic status.The first research question asked: Is there a difference in pre- and post-grit scores for developmental students enrolled in the first-year seminar? The amount of change in grit was not significant; however, chi-square analysis revealed significant proportionality changes from pre-test to post-test (p < .001). These findings suggest grit can change following intervention, but the difference in scores was not large. The second research question asked: Does grit predict success outcomes including first-term GPA, fall-to-spring persistence, fall-to-fall retention, and graduation for developmental students enrolled in the first-year seminar? No significant correlations were found. However, students that saw a grit score increase were more likely to be retained (p < .05).Several attribute variables were found to predict success outcomes: race (p < .01) predicted first-term GPA; race (p < .01), enrollment status (p < .01), and first-term GPA (p < .001) predicted persistence; gender (p = .05), enrollment status (p < .01), Pell eligibility (p < .05), first-term GPA (p < .05), and persistence (p < .001) all predicted retention; and full-time enrollment predicted graduation (p < .05). Overall, continued use of grit interventions within the first-year seminar is recommended, but retention efforts should place greater emphasis on providing support for Pell eligible students, racial and ethnic minorities, and academically underprepared students.

ISBN: 9798403423953Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Community College

A Longitudinal Study of Extant Pre- and Post-Grit Scores From Fall 2016 Through Fall 2018 for Developmental Students Enrolled in the First-Year Seminar at a Mississippi Community College.
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