Abstract
Learning communities have been receiving attention by the higher education community in recent years (Cross, 1998; Smith, 2001; Stassen 2003). The attention around learning communities seems to largely be centered around their apparent wide-ranging benefits for student outcomes, including improved student retention, achievement and engagement. This research focuses on which types of students may be most successful in learning community programs in a college setting. Specifically, we wanted to understand if and how the Hogan Personality Inventory, and other motivational factors predict learning community student outcomes such as GPA, retention, and program engagement. None of the original hypotheses were supported. Limitations of the study, as well as considerations for future research are discussed. A better understanding of what types of students thrive in learning community programs could lead to improvements in program planning, selection, and student retention.
Advisor
Kristie Campana
Committee Member
Andrea Lassiter
Committee Member
Ginger Zierdt
Date of Degree
2017
Language
english
Document Type
Thesis
Degree
Master of Arts (MA)
Department
Psychology
College
Social and Behavioral Sciences
Recommended Citation
Haffield, N. (2017). Individual Differences as Predictors of Success for Learning Community Students [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/713/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Higher Education Commons, School Psychology Commons, Student Counseling and Personnel Services Commons
Rights Statement
