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Date of Award
2010
Document Type
Dissertation - Pacific Access Restricted
Degree Name
Doctor of Education (Ed.D.)
Department
Educational Administration and Leadership
First Advisor
Joanna Royce-Davis
First Committee Member
Lynn Beck
Second Committee Member
Elizabeth Greigo
Third Committee Member
Delores McNair
Abstract
The purpose of this study is to determine if social and emotional competencies (SEC) of first-year traditional-age, full time undergraduate students can be used to predict student persistence patterns at the University of the Pacific, located in Stockton, California. From an institutional perspective, college dropouts present a real financial threat and opportunity for improving the bottom line (retention). At the individual student level, a college dropout represents a promise unfulfilled and a potential unrealized (persistence). In particular, the present study concerned itself with student persistence from the first to second year of full-time undergraduate education. While the primary findings failed to rise to the necessary level of significance required to answer the research questions posed in the present study, there were some significant secondary findings related to institutional retention that merit further consideration and may have value to future research in the area of student success. The limitations of the study, implications for professional practice, and recommendations for future research of EI and student persistence are discussed.
Pages
95
ISBN
9781124340203
Recommended Citation
Shipp, Daniel J.. (2010). Examining the relationship between emotional intelligence competencies and student persistence factors for full-time, traditional-aged college undergraduate students. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2420
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