Date of Award

1-21-2014

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

T Barrett

Abstract

The study examined the constructs of a Multi-Intelligence Model of Retention with four constructs: cognitive and emotional-social intelligence, student characteristics, and environmental factors. Data were obtained from sophomore students entering two diploma, nine associate, and five baccalaureate nursing programs. One year later, retention and GPA were gathered based on: retained (n = 526, 452 females, 59 males, 15 unspecified) and withdrawn (n = 149, 212 females, 22 males, 6 unspecified). Discriminant analysis was used with 25 predictors and retention as the classification variable. Significant differences between the groups revealed on campus activities, nursing program type, impulse control, and reality testing, all of which were associated with higher loadings in the retained group. There was no significant difference among program types and emotional-social intelligence scores. Females scored higher than males on interpersonal skills, a subscale of emotional-social intelligence.

Download

Share

COinS