Author Type

Graduate Student

Date of Award

2008

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Pisapia, John

Abstract

The purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey of Student Engagement in combination with a SCCT instrument was completed by 936 students. The collection of data involved a web based database program. An analysis of the data included descriptive and correlational methods to examine these relationships. The results of the study revealed that neither SCCT, nor engagement factors contributed to the students' grade point average (GPA) and persistence. Additionally, when moderated by contextual factors, SCCT and Engagement demonstrated no influence on students' final GPA and persistence during the period of study. The data provided no evidence for an academic outcome predictive model involving SCCT, engagement or contextual factors for community college developmental students.

Extent

124 p.

Comments

Dissertation (Ph.D.)--Florida Atlantic University, 2008.|Dissertation (Ph.D.)--Florida Atlantic University, 2008.

Identifier

FA00000689

Format

pdf

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