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This study evaluates personality-related and individual-difference variables, focusing on retention outcomes. Data were collected from 290 Canadian first-year undergraduate students using measures of personality, resiliency, perfectionism, and trait emotional intelligence in the first semester, then enrollment status was tracked at each year-end for four years. Multinomial logistic regression showed that high school GPA and being male predicted greater risk of withdrawal or delayed degree completion. 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Wilson  \nUniversity of Western Ontario  \nHiten Dave  \nUniversity of Western Ontario  \nMalvika D’Costa  \nUniversity of Western Ontario  \nSarah E. Babcock  \nUniversity of Western Ontario  \nDonald H. Saklofske  \nUniversity of Western Ontario  \nAbstract  \nFew studies have examined the contribution of individual psychological factors to long-term indicators of academic success. This study examines the influence of personality and individual difference factors in relation to retention. In this study, 290 Canadian undergraduate students completed measures of personality, resiliency, perfectionism, and trait Emotional Intelligence in the first semester of their first year, and enrolment status was collected at the end of each academic year for four years. Multinomial logistic regression analysis indicated that only high school grade point average (GPA) and being male predicted a higher likelihood of withdrawing from the program or delaying degree completion, compared to those who completed. The need for future studies with larger samples and consideration of more complex relationships between factors is highlighted.  \nKeywords: post-secondary, retention, persistence, academic success, personality  \nRésumé  \nPeu d’études ont examiné la contribution des facteurs psychologiques individuels aux indicateurs de la réussite scolaire à long terme. Cette étude examine l’influence de la personnalité et des différences individuelles par rapport à la persévérancescolaire. 290 étudiants canadiens de premier cycle ont rempli des formulaires de mesure de la personnalité, de la résilience, du perfectionnisme et du trait d’intelligence émotionnelle (IE) au cours du premier trimestre de leur première année, et leur statut d’inscription a été recueilli à la fin de chaque année universitaire pendant quatre ans. Une analyse de régression logistique multinomiale a indiqué que seuls la moyenne générale obtenue lors des études secondaires et le fait d’être un homme prédisaient une probabilité plus élevée de décrochage du programme ou de retardement de l’obtention du diplôme, par rapport aux personnes l’ayant obtenu. Cette étude souligne la nécessité d’études futures portant sur des échantillons plus importants et prenant en compte des relations plus complexes entre les facteurs.  \nMots-clés : postsecondaire, rétention, persistance, réussite scolaire, personnalité  \nIntroduction  \nEnrolment in post-secondary education across North America has been steadily increasing for decades (Association of Universities and Colleges of Canada, 2011; Snyder et al. , 2016) . This rising demand for higher ed-  \nucation is likely due to the significant economic, health, and social benefits that are associated with the completion of a post-secondary education (Riddell, 2006) . While there are many indicators of success in academia (e.g. , satisfaction, achievement), persistence to graduation is an important research focus due to the significant  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 52:2 (2022)   \npositive outcomes associated with completion (Riddell, 2006), as well as the appreciably high proportion of individuals who do not complete their programs (Grayson & Grayson, 2003; Parkin & Baldwin, 2009) .  \nThere is a substantial research literature exploring factors that predict retention or persistence (terms that are often used interchangeably), however most of this research has focused on demographic, institutional, and preparatory academic factors (Barbera et al. , 2020; Peltier et al. , 2000; Schneider & Preckel, 2017; Westrick et al. , 2015) . Although research in recent years has indicated increased interest in psychological predictors of academic success (Bowman et al. , 2019; Richardson et al. , 2012; Stajkovic et al. , 2018; Vedel, 2014), there remains a significant lack of investigations that examine psychological factors that contrib","cbCaipoqToIdP39S","https://ap.wps.com/l/cbCaipoqToIdP39S","pdf",241700,16,"English","# Abstract\n# Keywords\n# Introduction\n# Theoretical Models of Student Retention","[{\"question\":\"What does the study examine in relation to retention?\",\"answer\":\"It examines how personality and individual difference factors relate to retention across four years of post-secondary education.\"},{\"question\":\"What data were collected from students, and when?\",\"answer\":\"Students completed measures of personality, resiliency, perfectionism, and trait emotional intelligence in the first semester of first year, and enrollment status was collected at the end of each academic year for four years.\"},{\"question\":\"Which factors predicted withdrawal or delayed degree completion?\",\"answer\":\"High school GPA and being male predicted a higher likelihood of withdrawing or delaying degree completion compared with those who completed.\"}]","Reaching the Finish Line: Personality and Persistence in Post-Secondary Education | PDF",1792084109]