Motivation Predictors of College Student Academic Performance and Retention

Abstract

College student retention and performance in higher education are important issues for educational institutions, educators, and students. The purpose of this study was to determine if student needs for achievement, affiliation, autonomy, and dominance measured by the Needs Assessment Questionnaire (Heckert et al., 2000) could predict academic performance and retention beyond traditional measures (high school grade point average and Scholastic Aptitude Test scores) to predict college student academic performance and retention. After controlling for demographics, high school grade point average, and SAT scores, students' needs for achievement and autonomy at the start of college significantly predicted cumulative GPA at the end of their first year. Students' high school grade point average, SAT scores, or motivation did not predict retention after 1 year. Study implications are discussed with a focus on improving the prediction of positive college student outcomes.

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