The Relationship Between Student Attributions for Academic Probation and Academic Success

• In Event: Marriott Roundtable Session 75
  In Roundtable Session: Readiness and Retention

Abstract

This study explores university students’ attributions for being placed on academic probation and identifies student characteristics relate to attributions, and how attributions predict retention. Students enrolled in multiple sections of a required intervention for academic probation were asked to identify the top reason for being on probation. Content analysis determined themes within student responses, including Academic (69%), Non-Academic (27%) or No Answer (3%) attributions. Using the attribution themes, we then examined, 1. Whether certain student characteristics (first semester GPA, gender, ethnicity, Pell-grant status) predict attribution themes for probation status, and 2. Whether particular attributions were associated with academic retention. Results indicted group differences on attributions and a predictive relationship between Non-Academic Attributions and lower college retention.

Authors

• Rebecca Campbell, Northern Arizona University

• Sara A. Abercrombie, Northern Arizona University

• Nicole Morrison, Northern Arizona University

• Paul Deasy, Northern Arizona University