Persistence in higher education and its relationship to other personality variables.

Abstract

A variety of personality variables can be theoretically connected to academic success in school at any age. Among these, persistence seems to be a central characteristic. In this study two questionnaires were administered to 181 Israeli college students who entered a four year teachers' college: (1) Persistence Scale in School (PSS); (2) The 16 Personality Factor Inventory (16PF). After four years of college the students were divided into the following two groups: those who completed their (PG-Persisting Group), and those who did not complete their (NGP-Non-Persisting Group). Comparison of the two groups showed that the PG group had a higher grade point average (GPA) than did the NPG. No other differences were found among the various demographic and personality variables used in the study. However, a significant interaction was found between the level of persistence and the GPA, indicating that the relationship between persistence and grades is not simple. The authors discuss the results and try to elucidate several variables that can explain persistence during university-level studies. ********** A large increase in research into academic persistence has been recorded in recent years resulting in hundreds of new entries in the ERIC listings. Many of these are longitudinal studies dealing with minorities. Unfortunately, there is neither agreement on the definition of academic persistence, nor on the method used to assess academic persistence, which varies from study to study. Many of these studies define academic persistence as the ability of students to graduate from a program. It seems that a large number of these studies were aimed at predicting academic persistence in order to reduce the dropout rate from school, college, or a university. The prediction of academic persistence was achieved by assessing many demographic and program related variables; only a few studies tried to assess personality variables of the students involved in the studies, and that is the goal of the present study. Tinto (1987) has a well-known theory based on a longitudinal model for student attrition. Trying to explain persistence in higher education, Tinto (1989) claimed that over the last 15 years, the most consistent finding has been that positive interaction with faculty members has a direct bearing on whether students persist to earn a degree (p. B2). Townsend, McNerny, and Arnold (1993) categorized research concerning transfer and completion rates into the following three types: (1) student-centered explanations--dealing mainly with academic and personal characteristics; (2) institutional-centered explanations--dealing with academic cultural practices, and cooperation; and (3) societal analyses--dealing with economic and political factors. A different approach was taken by Gerdes and Mallinckrodt (1994) when they identified the following three areas that influence college attrition: (a) academic adjustment; (b) social adjustment; and (c) personal or emotional adjustment. Before describing the present study, a brief review of the literature will examine the following three areas, they seem to the authors as more appropriate to the topic: (a) academic variables; (b) non-academic school related variables; and (c) personality variables. Academic Variables Consistent findings across many studies show significant correlations between academic persistence and grade point average-GPA (Cejda & Rewey, 1998; Dubey, 1982; Mukherjee, 1974; Graham & Hughes, 1994; Pigge & Marso, 1992). More specifically, Ammons (1971) found that only the first semester GPA was the best predictor of persistence in junior college, while Steward & Jackson (1990) found similar results for black students after the first year. Other academic factors, but not grade related, were found by Wessell, Engle & Smidchens (1978) who claimed that students who made relatively early decisions of educational goals persisted more in school as compared to those who delayed their academic planning. …