Abstract

The aim of this study was to understand the factors that affect returning students' ability to complete their degrees through online degree programs. Logistic regression was used to determine which factors had a significant relationship with persistence to graduation and how they contributed to the odds of students graduating. The findings show that academic locus of control and academic self-efficacy had a significant positive relationship with returning student persistence to graduation, with the locus of control contributing to the odds of graduation more than self-efficacy. Additionally, the amount of time between the student's initial dropout and subsequent return to complete their degree generally had a negative relationship with graduation. The reason for re-enrollment also affected the likelihood of graduation. This study informs educational leaders of the unique needs of students who have completed some college and informs them of interventions that will increase their likelihood of graduating.

Degree

EdD

College and Department

David O. McKay School of Education; Educational Leadership and Foundations

Rights

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