Predictors Of A Student 's Overall Level Of Satisfaction With The University

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Noncognitive Predictors
Furthermore, this is why noncognitive predictors need to be used with the traditional means of determining academic persistence. As stated previously, only so much information can be gathered from traditional predictors and to have a firmer grasp one a scholar’s capability to persist in a college environment. According to Sparkman, Maulding, and Roberts (2012), “the level of integration is inversely related to the potential that a student will drop out” (p. 642). This added insight reveals that scholars are more likely to be retained if said students have rooted themselves to something at the university. If the students are grounded to the postsecondary education either academically or socially then this indicated
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All off these measures factor in to the level that the student is satisfied with the higher education system. A lack of commitment towards an institution is viewed as one of the most viable indicators that a potential scholar will drop out of the college. A source cited in Sparkman et al. (2012) introduced, “the developmental theory of student involvement, which looked to clearly designate issues that affect student retention in the college environment” (p. 643). A researcher known as Astin discovered that students were greatly influenced by three kinds of social involvement at an institution. He found that participation with fellow peer groups, faculty, and academia in general impacted retention. Of these major influences, peer groups had the largest effect on the psyche of the student. The degree of exertion invested in these social involvement areas has a closely tied relationship with the academic persistence of the student (Sparkman et al., 2012). Though there has been limited research on the result of individual practices of institutions, the effects of first year protocols have been called into question. Scholars have hypothesized that attendance policies, required seminars, academic advising, and the methods used by professors to both teach and grade all are related to the retention rate of first year students. Though many
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