The Use of Discriminant Analysis to Investigate the Influence of Non‐Cognitive Factors on Engineering School Persistence

By J. Burtner. 2005

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STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001. (2013, background): “…high school,14 and noncognitive factors such as motivation, interest, confidence, and beliefs) were not collected (Barr, Gonzalez, and Wanat 2008; Burtner 2005; Chang et al. 2011; Crisp, Nora, and Taggart 2009; Daempfle 2003; Eagan et al. 2011a; Espinosa 2011; Price 2010; Seymour and Hewitt…”
Factors Associated With Persistence in Science and Engineering Majors: An Exploratory Study Using Classification Trees and Random Forests (2008, methodology): “…persistence in engineering have used logistic regression models with stepwise variable selection (Besterfield-Sacre, Atman, and Shuman, 1997; Levin and Wyckoff, 1991; White, 2005; Zhang, Anderson, Ohland, and Thorndyke, 2004), or a classification model such as discriminant analysis (Burtner, 2005).”
Aptitude and Personality Traits in Retention of Engineering Students (2015, methodology): “In a study by Burtner (2005), the PFES was administered to assess the role of noncognitive factors in retention among engineering majors, students who migrated to another major (“switchers”), and students who left college (“leavers”).”