Non-Cognitive Factors of Learning as Early Indicators of Students at-Risk of Failing in Tertiary Education

Abstract

It is increasingly evident that significant numbers of college students do not complete the courses on which they enrol, particularly for courses with lower entry requirements (ACT, 2012). Enrolment numbers to tertiary education are increasing, as is diversity in student populations (OECD, 2013). This adds to the challenge of both identifying students at risk of failing, and provisioning appropriate supports to enable all students perform optimally (Mooney et al., 2010).