Assessing the influence of self-efficacy, metacognition, and personality traits on at-risk college students' academic performance and persistence

The problem under investigation in this study concerns the motivational and personality factors that both positively and negatively affect the achievement and retention of "at-risk" college students. At-risk students present a problem for colleges because they are difficult to retain; therefore, studying the factors that affect their academic performance is paramount in learning how to assist these students in attaining a successful college career. At-risk students rank below the 50th percentile in the following areas: the American College Test (ACT) and the Scholastic Aptitude Test (SAT) scores, college placement scores, and high school grade point average (GPA). The 105 subjects who participated in this study were enrolled in a small Midwestern University, ranged in age from 18--59, and included both genders. The researcher collected the data through personal interviews and the use of two questionnaires, The Motivated Strategies Learning Questionnaire and The NEO Five-Factor Inventory (NEO-FFI). The NEO-FFI included the following factors: Neuroticism, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness. The researcher used the interviews and questionnaires to assess the effects of three variables, self-efficacy, metacognition, and personality traits on the performance and retention of at-risk college students.; The researcher used, ANOVA, MANOVA, standard Multiple Regression and the Pearson Correlation Coefficient to determine the effect of the three variables on at-risk college students. Upon completion of this study, the researcher's conclusions showed that self-efficacy, metacognition and the personality trait of Conscientiousness are important factors that influence at-risk college students' academic achievement and retention. Thus, colleges who admit at-risk students need to establish possible interventions and programs that will assist them in their endeavors of achieving academic success.