Predictors of retention among undergraduate students attending associate-degree nursing programs in Illinois

The purpose of the study was to determine what the relationship is between emotional intelligence, motivation, demographic variables, and retention. The Motivated Strategies for Learning Questionnaire and the Assessing Emotions Scale garnered data submitted from 390 first-year students attending nine associate-degree nursing schools in Illinois. Statistically significant differences in the mean scores for several motivation subscales were noted. Age, race/ethnic background, and school were predictors with retention. Emotional intelligence was not predictive with retention.