How Personal Factors Influence Academic Behavior and GPA in African American STEM Students

Stephen Scherer, Cheryl P. Talley and John E. Fife

SAGE Open, 2017, vol. 7, issue 2, 2158244017704686

Abstract: The United States has often been viewed as a leading force in technological advancement and scientific innovation. However, that may soon change with the low number of postsecondary degrees being awarded to students in science, technology, engineering, and mathematics (STEM). Without an adequate number of qualified individuals fueling the innovative drive of the nation, we are at risk of stagnation. Further compounding this issue is the low number of minority students awarded STEM degrees and jobs. Several researchers have addressed external and internal goal-related factors that lead to student attrition from STEM, but few have explored students’ personal factors that influence academic behavior (PIAB) and, subsequently, achievement. This study aimed to expand the current literature by developing a new model to assess the influence of PIABs on student success.

Keywords: academics; education; social sciences; achievement; educational research; emotion; experimental psychology; psychology; educational psychology; applied psychology; higher education; students (search for similar items in EconPapers)
Date: 2017
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Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:7:y:2017:i:2:p:2158244017704686

DOI: 10.1177/2158244017704686

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