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The Use of Discriminant Analysis to Investigate the Influence of Non-Cognitive Factors on Engineering School Persistence
Beginning of article
ABSTRACT
This study identified post-enrollment attitudes and perceptions that influence students' decisions to remain in an engineering curriculum. Non-cognitive factors including expectations and perception of the engineering profession, assessment of personal attributes, and subject-matter confidence were investigated. Discriminant analysis functions were developed to distinguish among three mutually exclusive groups: those who remained in the engineering school, those who remained at the university in a different school, and those who left the university altogether. Self-reported confidence in college-level math/science ability and the belief that an engineering degree enhances …
