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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

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