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Noncognitive Factors in College Student Success: Testing a Hypothesized Model
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Farruggia, Sue P.; Han, Cheon-woo; Solomon, Bonnie – AERA Online Paper Repository, 2017
This study tested a comprehensive model of the effects of noncognitive factors (academic mindsets, learning strategies, grit), as well as student background (e.g., Pell-eligibility) and academic preparation (e.g., high school GPA), on college academic performance (e.g. first-term GPA) and retention through structural equation modeling.…
Descriptors: Academic Achievement, Student Attitudes, Learning Strategies, Academic Persistence
The Impact of Pell Grant Eligibility on College Persistence: An Application of Regression Discontinuity Design
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Evans, Brent Joseph; Nguyen, Tuan D. – AERA Online Paper Repository, 2017
Grant aid reduces the financial burden of human capital investment in postsecondary education. Theory suggests grant aid should substitute for other financial resources such as borrowing and labor market participation. Although studies have individually examined the impact of grant aid on hours of paid work and on borrowing for education, students…
Descriptors: Federal Aid, Grants, Eligibility, Academic Persistence
Student Financial Aid and Educational Outcomes: Is There a Difference between Grants and Loans? ASHE 1987 Annual Meeting Paper.
Urahn, Susan; Nettles, Michael T. – 1987
The effects of different types of student financial aid on student outcomes were investigated for the year 1983: types of support looked at included scholarships, working while attending school, grants, and loans. Attention was directed to four outcome measures that reflect in-school behaviors and attitudes that affect student performance:…
Descriptors: Academic Persistence, Comparative Analysis, Grade Point Average, Grants