Abstract
Psychosocial factors related to the academic persistence of 288 American Indian undergraduate students were examined. Academic preparation and aspirations, academic performance, and interactions with faculty and staff best differentiated between students who persisted in school and those who did not.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 3-12 |
| Number of pages | 10 |
| Journal | Journal of College Student Development |
| Volume | 38 |
| Issue number | 1 |
| State | Published - Jan 1 1997 |
ASJC Scopus subject areas
- Education