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dc.contributor.advisorRoth, Eugeneen_US
dc.contributor.advisorSmith, Thomasen_US
dc.contributor.authorRogalski, Kathryn A.en_US
dc.date.accessioned2019-12-03T21:27:25Z
dc.date.available2019-12-03T21:27:25Z
dc.date.issued2018
dc.identifier.urihttps://commons.lib.niu.edu/handle/10843/21612
dc.descriptionAdvisors: Eugene Roth; Thomas Smith.en_US
dc.descriptionCommittee members: Breckie Church.en_US
dc.descriptionIncludes illustrations.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.description.abstractThis quantitative study investigated the ability of the noncognitive characteristic of grit to predict community college student success and persistence. Grit levels were measured using the eight-item Grit-S scale that was administered to students in classes of a large suburban community college. Individual-level institutional data also were collected at the time of application and during the time students were enrolled. Community college student success was assessed using two measures: (1) students' completion of all the courses they enrolled in at the beginning of the semester, and (2) students' end-of-semester, noncumulative, grade point average. Persistence was assessed by determining students' enrollment status during the semester immediately following data collection. If students were enrolled as of the college's official census day, they were considered to have persisted. Preliminary bivariate correlations were conducted in addition to multiple linear regressions. Multiple logistic regression was performed to determine to what extent grit predicted end-of-semester grade point averages, course completion rates, and semester-to-semester persistence of community college students. The results of the study indicated that grit was a predictor of student success; "grittier" community college students were more likely than students with lower grit scores to complete the classes they enrolled in and to have higher end-of-semester grade point averages. Grit was not found to be a predictor of semester-to-semester persistence.en_US
dc.format.extent117 pagesen_US
dc.language.isoengen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subject.lcshEducational psychologyen_US
dc.subject.lcshCommunity collegesen_US
dc.titleGrit as a predictor of success and persistence for community college studentsen_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentCounseling, Adult and Higher Educationen_US
dc.description.degreeEd.D. (Doctor of Education)en_US


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