Resilience as a Predictor of Variations in Freshmen Retention

Abstract

As institutions of higher learning struggle to retain their incoming freshmen beyond the first year; research theorizes that “at risk” students are more vulnerable to depart for financial reasons among other stressors. The study looks at the ability of freshmen students to navigate beyond their first year and their capacity to build resilience through student and faculty engagement. This mixed method study seeks to better understand the relationship between resilience and variations in freshmen retention among students at a private university in Queens, New York. An examination of how resilience impacts retention is explored both quantitatively (stepwise multiple regression analysis) and qualitatively (focus group questionnaire). The research has shown that as levels of student engagement increase, so does student resilience and retention in higher education. The qualitative results are consistent with the literature in support of resilience training. The implication of this research is intended to provide insight to advisors and faculty working with prospective freshmen students towards a better understanding of the impact of resilience on retention.