THE RELATIONSHIP OF SATISFACTION, ACADEMIC ACHIEVEMENT, AND GOAL COMMITMENT TO STUDENT RETENTION IN A BACCALAUREATE NURSING PROGRAM.
Contributors: University of North Texas.
Published: 1984
Number of pages: 237
Subjects: Education, Health.; Health Sciences, Nursing.
Description: The problem in this investigation is retention of nursing students. The purpose is to identify, describe, and analyze existing relationships between satisfaction with college, academic achievement, and goal commitment for nursing majors in a baccalaureate nursing program that has high retention.

Data were collected using two survey instruments and student grade-point averages. The survey instruments that were completed by 222 generic nursing students (from an enrollment of 258) were used for data analyses.

The methods used to treat data include frequency counts, percentages, the Pearson product moment correlation coefficient, and the two-tailed t test. A .05 level of significance was required. Study findings show (a) the responding sample is primarily non-minority, female, 18-22 years old, enrolled full time, and live off campus; (b) a discrepancy exists between the number of lower-division students and upper-division students, indicating an influx of transfer students; and (c) there is a statistically significant correlation between satisfaction and goal commitment. The findings also show, when upper-division and lower-division students are compared, that (a) lower-division students experience a significantly higher degree of satisfaction, particularly in social life, compensation, and quality of education; (b) upper-division students have a significantly higher cumulative grade-point average, with non-minority students having a significantly higher average than minority students; and (c) no significant difference is shown in the degree of goal commitment. This study concludes that (a) goal commitment and academic achievement may be factors in retention, but satisfaction in itself cannot be considered a major factor; (b) altered levels in satisfaction are due to perceived differences in social life, compensation, and quality of education; and (c) goal commitment and satisfaction are related.
Notes: Source: Dissertation Abstracts International, Volume: 45-07, Section: A, page: 1998.

Thesis (PH.D.)--UNIVERSITY OF NORTH TEXAS, 1984.

School code: 0158.