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To reduce their attrition rates, institutions need to ensure that their students can manage the stressors they confront in their academic work and persist to complete their study programs. Given the significance of non-cognitive attributes in education, this study aimed to identify the non-cognitive profiles exhibited by students which related significantly to academic stress and persistence levels in the middle of a given academic year. Undergraduate students from one of the largest private higher education institutions in Singapore participated in two online surveys. A total of 565 and 122 students participated in the first and second surveys, respectively. Results indicated that three distinct non-cognitive profiles could be identified, which were associated significantly with students’ academic stress levels and their intentions to persist with their studies. Possible implications for enhancing student outcomes by offering students with opportunities to enhance their affective ‘readiness’ profiles are discussed.
Wong et al. (Wed,) studied this question.