RETROSPECTIVE LEARNING GROWTH OUTCOMES AS A PREDICTOR OF TIMELY GRADUATION

This study sought to examine if students’ self-perceptions of learning skills and abilities predict timely graduation at an elite university. The study investigated potential differences or disparities in specific student groups (i.e. underrepresented students, sex) with regard to these perceptions and assessed how these perceptions were related to academic success and timely graduation. The study reviewed four years of graduation data and senior exit surveys from a small private research extensive predominately White institution (PWI). Findings revealed differences amongst the groups of students assessed. Implications for future research are presented.