Factors influencing academic success and retention following a 1st-year post-secondary success course

Abstract

We examined the psycho-social factors predicting performance and retention following a post-secondary success course that was developed after Rosenbaum's (1990 Rosenbaum, M. 1990. “The role of learned resourcefulness in the self-control of health behavior”. In Learned resourcefulness: On coping skills, self-control and adaptive behavior, Edited by: Rosenbaum, M. 4–25. New York: Springer. [Google Scholar], 2000 Rosenbaum, M. 2000. “The self-regulation of experience: Openness and construction”. In Coping, health and organizations, Edited by: Dewe, P., Leiter, A. M. and Cox, T. 51–67. London: Taylor & Francis. [Google Scholar]) model of self-control and the academic success literature. Before and after the course, students completed measures assessing general and academic resourcefulness, academic self-efficacy, explanatory style for failure, anxiety, impulsivity, inattentiveness, and hyperactivity. Students who were most disadvantaged at the onset of the course were more likely to show the most gains in many of these measures. Students showing the greatest improvements in academic self-control and the greatest declines in hyperactivity-impulsivity following the course were more likely to attain the highest 2nd-term grades. Students deciding not to return to university for their 2nd year had impoverished general or academic resourcefulness skills or both. Suggestions are provided to help educators reach these students.

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