Date

12-7-2023

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Treg Hopkins

Keywords

academic, GPA, Hispanic, outcomes, persistence

Disciplines

Educational Leadership

Abstract

The purpose of this quantitative predictive correlation study was to address the lack of research regarding the impacts of persistence factors on the educational outcomes of Hispanic college students. The study was a predictive correlation design with a criterion variable of grade point average (GPA). Predictor variables were the persistence factors of institutional commitment, degree commitment, academic integration, social integration, advising effectiveness, collegiate stress, financial strain, scholastic consciousness, academic efficacy, career integration, and academic motivation. The study setting was a two-year public community college serving a county with a population of 218,000 in Northern Arizona. A college persistence and academic success survey converted into an online survey was the instrument used in this study. The sample size was 87 which exceeded the minimum sample size of 66 required for multiple linear regression. Multiple linear regression analytical results indicated a predictive correlation between GPA and various combinations of persistence factors. Recommendations for further research include additional studies to improve the generalizability of this study. This study provides insight into the educational outcomes resulting from the factors that influence the persistence of Hispanic college students. This study is important in the formulation of policies to improve the educational outcomes of the Hispanic population.

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