Information Brief 2012-45
Timely Postsecondary Degree Attainment
Motivation and Engagement Matter
In a recent study, students who scored higher on the ACT in high school and on motivation and engagement scales as entering college students were more likely to obtain a degree in a timely fashion than their peers. The study results are from both two- and four-year institutions.1 As the chart below shows, the motivation and engagement measure was a stronger predictor of degree attainment as ACT Composite score increased.
Timely Postsecondary Degree Attainment, by ACT® and ENGAGE® College Scores
| ACT Composite Score Range | Low ENGAGE College Scores | Moderate ENGAGE College Scores | High ENGAGE College Scores |
|---|---|---|---|
| 01–15 | 13% | 14% | 15% |
| 16–19 | 19% | 18% | 23% |
| 20–23 | 26% | 33% | 34% |
| 24–27 | 31% | 41% | 53% |
| 28–36 | 45% | 53% | 62% |
Note: Data include 3,860 (3,072 four-year and 788 two-year) students from 28 (15 four-year and 13 two-year) institutions.1 Students completed ENGAGE College at the beginning of their first semester of college. The motivation and engagement measure used in this chart is the sum of three ENGAGE College scales: Academic Discipline, Commitment to College, and Social Connection. For students entering 4-year institutions, timely degree attainment was defined as having earned a bachelor’s degree after four years. For students entering 2-year institutions, timely degree attainment was defined as having earned an associate’s degree or certificate after two years.
1 Allen, J., Robbins, S. (2010). Effects of interest-major congruence, motivation, and academic performance on timely degree attainment. Journal of Counseling Psychology, 57(1): 23-35.
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