Predictors of Student Success in Canadian Polytechnics and CEGEPs

Heather L. Ramey
, Heather L. Lawford
, Heather Chalmers
, Yana Lakman

Abstract

Student success in post-secondary education is an ongoing concern, however, research has focused on relatively homogeneous university samples. Moreover, Canadian research on predictors of student success is limited. Following recent trends, we examined non-cognitive, personal qualities, rather than cognitive predictors (e.g., IQ), of student success. Relying on a psychosocial model, we examined age, gender, perceived stress, maternal education, identity style, perseverance, and student engagement as predictors of student success in a multi-site sample of students attending a CEGEP in Quebec (N = 239; Mage = 18.6 years; 68.2% female) and a polytechnic school in Ontario (N = 209; Mage = 20.6 years; 71.3% female). Maternal education and perseverance emerged as significant predictors in both samples. Links between informational identity and cognitive engagement and student success differed by location. Our findings suggest the need to focus on student perseverance, and to consider identity and cognitive engagement dependent on the educational context.

 

Metrics

Metrics Loading ...

Published

2018-08-31



Section

Articles



License

Copyright in the article is vested with the Author under the terms of the Creative Commons Attribution-NonCommercial-No Derivative Works 2.5 Canada license http://creativecommons.org/licenses/by-nc-nd/2.5/ca/. Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).


How to Cite

Ramey, H. L., Lawford, H. L., Chalmers, H., & Lakman, Y. (2018). Predictors of Student Success in Canadian Polytechnics and CEGEPs. Canadian Journal of Higher Education, 48(2), 74–91. https://doi.org/10.47678/cjhe.v48i2.188110