Course dropout was linked to lower SES, lower high school GPA, lower participation in preparatory math courses, and less adaptive initial motivations¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Course dropout (39% of the sample) correlated with lower SES (r = −.11), lower GPA (r = −.39), lower preparatory course participation (r = −.23), and less adaptive initial motivations. → Daria Katharina Benden and Fani Lauermann 2021

Evidence¶

Daria Katharina Benden and Fani Lauermann 2021¶

Daria Katharina Benden and Fani Lauermann. (2021). Students' Motivational Trajectories and Academic Success in Math-Intensive Study Programs: Why Short-Term Motivational Assessments Matter. https://doi.org/10.1037/edu0000708

q3 · i? · associational · r?

Bivariate correlational analysis in Study 1a preliminary results (N = 1,004). Course dropout, operationalized as lack of attendance at end of semester, showed correlations with SES, GPA, preparatory course participation, and initial motivations as reported.

"course dropout was linked to lower SES (r = −.11, p = .002), lower high school GPA (r = −.39, p < .001), lower likelihood of participation in preparatory math courses (r = −.23, p < .001), and less adaptive initial motivations."

Discussion¶

Related Claims¶

• Overall policy effects were concentrated among the lowest-ability students: larger credit gains but more failures and lower math GPAs, with ninth-grade test scores unaffected — related
• Taking Algebra I instead of remedial math raised Algebra credit attainment but increased failure rates and lowered math grades, with no test-score benefit — related
• Motivational changes in the first half of the semester predicted end-of-term study program satisfaction, exam performance, and course dropout — related