Student retention in higher education: the role of creativity, emotional intelligence and learner autonomy

Abstract

PurposeThis paper aims to introduce a new retention model suitable for academic setting that is based on the interaction between creativity, emotional intelligence and learner autonomy.Design/methodology/approachThis paper uses quantitative research methods, especially survey, to justify the hypotheses testing and the components of new retention model. Based on the proposed model, three hypotheses have developed and tested using Smart Partial Least Square (SPLS) method. This paper also uses the qualitative data including documents, archival records and website analysis.FindingsThe findings denote that creativity, emotional intelligence and learner autonomy positively affect students' retention. The findings also indicate that there is a strong relationship between emotional intelligence and learner autonomy. It assumes that the study indicators might lead to students' retention and that autonomous learners persevere toward academic goals.Research limitations/implicationsThe paper concludes with discussion of limitations of the study, suggestions for future research, and how administrators of nontraditional programs can benefit from this study. This study has important implications for higher education decision makers and university leaders alike.Originality/valueThe proposed students' retention model symbolizes the interplay between the cognitive and affective domains of creativity and emotional intelligence, which can contribute to learner autonomy intentions, changes in persistence and formulation of new beliefs in higher education.