Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
This mixed-method study focused on the success of students readmitted following a period of academic dismissal at a large public four-year institution. The study's purpose was to determine which characteristics of students applying for readmission following a period of academic dismissal have the greatest predictive significance in determining success upon re-enrollment at the University of Nebraska at Lincoln. Quantitative analyses tested the relationship between factors typically used in the readmission decision and their impact upon being placed in the success versus non-success group. The three groupings of variables included: (1) pre-college characteristics (ACT composite test score and high school percentile rank, (2) previous enrollment data (number of credit hours completed, and cumulative GPA), and (3) dismissal period characteristics (number of terms between dismissal and readmission and coursework completed during dismissal. Measured individually, only cumulative grade point average and the dismissal characteristics were significant. Further analysis revealed that the factors of grade point average at the time of dismissal and coursework completed during dismissal worked as well as the full model in predicting success versus non-success within the sample. Qualitative evaluation of the readmission questionnaire that was submitted by all applicants applying for readmission revealed that demonstration of positive coping strategies and the evidence of self-efficacy are key predictors of success. The key positive coping strategies revealed through the analysis were: (1) reassessment of priorities, (2) use of resources to assist in their academic pursuits, and (3) formulation of a specific plan to assist in being successful in achieving academic goals. In addition, the main notions of demonstrated self-efficacy were: (1) ownership of previous failings, (2) clarity inEducational goals, and (3) the active tense students used in their responses within the readmission questionnaire. These elements were found to be clearly distinguishable among the success and non-success groups through the qualitative analysis. The use of initial qualification data is not appropriate criteria for students applying for readmission, and provided a model for institutions to determine which data available at the time of readmission has the greatest predictive significance. Furthermore, a readmission questionnaire can provide insight into determining the likelihood of success for those who are applying following a period of dismissal.
Recommended Citation
Gage, Brent A., "The Readmission Decision For Students Following A Period Of Academic Dismissal: Characteristics That Predict Success" (2004). All-Inclusive List of Electronic Theses and Dissertations. 1097.
https://scholars.indianastate.edu/etds/1097