CONTRIBUTION OF EXPLANATORY STYLE AND OTHER PERSONAL ATTRIBUTES TO MEASURES OF RETENTION AND SUCCESS IN BACCALAUREATE NURSING STUDENTS.
Contributors: Loyola University of Chicago.
Published: 1995
Number of pages: 334
Subjects: Health Sciences, Nursing.; Education, Educational Psychology.; Education, Higher.; Health Sciences, Education.
Description: Pre-nursing academic performance provides information essential for admission decisions yet accounts for little more than thirty percent of the variance in cumulative nursing grade point average (GPA). Additional measures are needed before identification of and early intervention for at-risk students can be developed. This study examines the contribution of cognitive appraisal variables to success and retention of ninety-three volunteers from one class in a two year baccalaureate nursing program. Measures of cognitive appraisal attributes were selected because of prior evidence that these attributes were amenable to intervention. Instruments induced: (1) Attributional Style Questionnaire (explanatory style); (2) Revised Ways of Coping Checklist; (3) Locus of Control; (4) Personal Attribute Questionnaire (masculinity, femininity, and androgyny); (5) Spielberger's State Trait Anxiety Inventory; (6) Beck's Depression Inventory; (7) self-efficacy; and (8) goal and institutional commitments. The protocol was administered during the first week of the nursing program.

In addition to instrument results, variables considered were past academic performance in prerequisite coursework and personal variables such as age, sex, minority status, and citizenship. When subjects were grouped by failing (GPA $<$ 2.0), low (GPA 2.0-2.99), medium (GPA 3.0-3.39), and high (GPA 3.4-4.0) nursing GPA, discriminant analysis indicated that eighty-six percent of the variance in cumulative nursing GPA could be predicted by measures taken within the first week of the nursing program. The discriminant functions classified students with 77 percent overall accuracy. However, accuracy rates for the different groups were: (1) 100% for failure group; 77% for low group; 71% for medium group; and 83% for high group. Similar results were obtained when discriminant analysis was repeated for the retained sample, however, different variables contributed to success.

Although further study is needed to verify the stability of discriminant analysis solutions in similar samples, the results of the protocol lends credence to the development of ongoing supportive programs that begin at the time of orientation and assist students to expand resources and personal strategies. The protocol is NOT recommended for pre-admission screening.
Notes: Source: Dissertation Abstracts International, Volume: 56-03, Section: B, page: 1349.

Thesis (PH.D.)--LOYOLA UNIVERSITY OF CHICAGO, 1995.

School code: 0112.