Demographic and Self-Control Levels as Predictors of College Drop-out and Performance

Emily King*, Rebekah L. Damitz and Nicholas A. Turiano, Department of Psychology, West Virginia University, Morgantown, WV 26506

Field (Broad Category): Psychology (Behavioral & Social Sciences) 

Student’s Major: Psychology 

Earning a college degree has many benefits on health, wealth and well-being. If having a degree can increase the likelihood of life success, why are so many students dropping out? Dropping out not only costs the student money long-term, but universities also have lost tuition. West Virginia University (WVU) has a projected loss of $22 million over the last 6 years. To better understand academic performance at WVU, we utilized data from the College Student Transition Study. We tested whether key demographic factors and self-control levels would predict grade point average and drop-out rates in 579 freshmen attending WVU in the 2016-17 academic year. All participants completed a baseline web-survey in August 2016 and academic data was obtained from the WVU registrar’s office over the 2016-17 academic year. Demographic factors included: gender, institution risk score, first generation status, WV residency, and perceived socioeconomic status. To calculate the odds of drop-out a series of logistic regressions were used and a series of multiple linear regression analyses to examine end of the year cumulative GPA. Interactions of self-control and each demographic factor were added to the models. Higher institution risk score was strongest predictor of increased drop out and lower grade point average, and higher self-control was associated with a lower risk of drop out and higher GPA. No other demographic factors were significant predictors, nor was there interactions with self-control. Findings underscore the need to identify demographic and psychological factors associated with academic struggles so prevention strategies can be implemented. 

Funding: National Institute of General Medical Sciences 

Program/mechanism supporting research/creative efforts: WVU 497-level course