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Work In Progress - An Analysis of Students' Academic Success and Persistence Using Pre-College Factors

机译：正在进行的工作 - 使用大学大学生学生的学术成功和持久性分析

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This work-in-progress presents results of an on-going investigation to understand the extent to which first-year engineering students' noncognitive self-beliefs are related to success following the freshman year. For this research, students' scores across nine measures (academic self-efficacy, academic motivation, leadership, metacognition, major indecision, learner type (deep vs. surface), teamwork, and expectancy-value), obtained prior to the freshman year, have been used to create homogeneous groups (or profiles) of students with shared perceptions of their noncognitive abilities. Success has been operationalized in terms of grade-point-ratio, persistence, and scores across the above mentioned factors at the end of the students' first-year experience. Results of this study indicate the degree to which specific profiles predicted relevant outcomes in engineering education.
机译：这次工作介绍了正在进行的调查的结果，了解在新生年度之后，了解一年工程学生的非认知自我信念的范围。对于本研究，在新生年之前，学生跨越九项措施（学术自我效能，学术动机，领导，学习者，团队合作和期望值），已被用于创建具有共同看法的学生的同质组（或型材）。在学生的一年的一年经验结束时，成功在上述因素的级别点比率，持久性和分数方面运作。本研究的结果表明具体型材在工程教育中预测相关结果的程度。

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