Academic Achievement and Retention among ESL Learners: A Study of Grit in an Online Context

Autor/in	Robins, Seth
Titel	Academic Achievement and Retention among ESL Learners: A Study of Grit in an Online Context
Quelle	(2019), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of West Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-6760-1
Schlagwörter	Hochschulschrift; Dissertation; Academic Persistence; Resilience (Psychology); English (Second Language); Second Language Learning; Age Differences; Gender Differences; Native Language; Parent Background; Educational Attainment; Spanish; Portuguese; Grade Point Average; Predictor Variables; Foreign Students; College Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut; Spanisch; Portugiesischunterricht; Prädiktor; Collegestudent
Abstract	As grit has been associated with elements of academic success throughout the literature, it was of interest to the current study to analyze grit within the context of online, international ESL students enrolled in an American university. Thus, this study examined the predictive properties of grit (using both Spearman rho and stepwise regression analyses) as they relate to academic success (measured by GPA) and retention within the online program among a sample population of Spanish and Portuguese-speaking, ESL students when controlling for potential covariation (age, gender, first language, and parental education total). This study also examined the structural validity of the grit model in second language contexts (i.e., Spanish and Portuguese) using various goodness of fit indices and a confirmatory factor analysis. The findings suggested that a re-fitted two-factor model of grit best fit the data and that the results were both highly reliable and stable across time. Additionally, whole grit score and the factor of interest were both modestly correlated with GPA, but not retention. However, the factor of perseverance was modestly correlated with both GPA and retention. The largest predictor of retention was GPA, which accounted for 21% of the variance in isolation and 37% of the variance in retention, when in combination with the covariates of gender and first language. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01