A structural model of engineering students success and persistence

This study examined a model of student success and persistence at two levels: university and engineering major. The model, based on theoretical and empirical evidence, included both cognitive and noncognitive factors. Cognitive factors included high school rank, scholastic aptitude scores, and university grade point average. Noncognitive factors included motivation, as well as faculty and student integration. Outcome variables in the model were grade point average, enrollment at the university, as well as within engineering. Through the use of path analysis, several significant relationships among the factors were found. For instance, grade point average was significantly related to enrollment in both the university and engineering major. Increased levels of student interactions were significantly related to continued enrollment in engineering. Interestingly, student with higher faculty integration were more likely to change majors. Implications and directions for future research are discussed.