The Influence of Conscientiousness

Influence of Conscientiousness Page numbers The Influence of Conscientiousness on the Dynamics of Institutional Departure Over the years concerns have increased about retention and attrition in higher education. In order to develop and improve retention services it is important to understand the underlying dynamics associated with institutional departure. As opposed to research on college performance, much less research exists regarding the ability of personality characteristics to predict college retention. Such pre-entry characteristics have been surmised to indirectly affect departure by influencing a person's intentions and commitments regarding future educational activities. The purpose of this study was to explore the dynamics of institutional departure at a medium-sized northeastern university among a convenience sample of first-time, first-semester students. Specifically, the study investigated the possible impact of conscientiousness on the dynamics of college student departure. It was suspected that more conscientious students would have a higher commitment to educational goals, become more academically integrated into the university, have a higher grade point average, and be less likely to depart from the university. Fifty-six participants completed the conscientiousness subscale of the NEO-FFI and the goal commitment subscale of the Student Adaptation to College Questionnaire, along with a demographic questionnaire within the first two weeks of the semester. Approximately nine weeks later, participants completed the goal commitment subscale (for a second time), along with the academic integration subscale of the Student Adaptation to College Questionnaire. At the beginning of the spring semester grade point average and registration status were accessed via the university's computerized student records system. Influence of Conscientiousness Page numbers Structural equation modeling was used to analyze the data. Some, but not all, of the original hypothesized paths within the model were supported. Overall, the results indicated that conscientiousness does significantly impact departure via academic integration. The results suggest the utility of incorporating personality traits into studies of institutional departure. Widening the investigation will help generate a more complete picture of students at risk for departure, and can thereby help shape future intervention programs geared toward retention. on the Dynamics of Institutional Departure Concerns about retention and attrition in higher education have increased over the and universities drop out before completing their degree. American College Testing (as cited in Whitbourne, 2002) reported that one in four students leave college before sophomore year. Retention has implications for both the university and to the future labor market. planning, student services available and academic programs offered …