Beschreibung
This study examined the relationship between student involvement and cognitive ability on college retention, given minority status. Interaction effects were investigated: High-Cognitive Ability/High University Involvement (HCHI); High-Cognitive Ability/Low University Involvement (HCLI); Low-Cognitive Ability/High University Involvement (LCHI); and Low-Cognitive Ability/Low University Involvement (LCLI). Findings suggest that group assignment is significantly related student retention over and above the effects of minority status.
Autorenporträt
Jonathan Locust, Jr. is a consultant, educator and facilitates student success programming and services among Student and Academic Affairs, Enrollment Management and Athletics. Dr. McKnight has a graduate degree in Research and Evaluation and most of his research is proprietary and ranges from non-profit analysis to corporate forecasting.
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BoD - Books on Demand
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