The first-generation student in a two-year open access college: improving emotional intelligence and retention using the Freeze-Frame® technique

Abstract

This study was conducted to examine the factors that both support and inhibit retention among first-generation college students. In recent years, state boards of regents have begun to hold universities accountable for students successfully completing of their academic goals. In order for universities to help students to achieve their academic goals, institutions of higher education must search for new strategies to improve student retention. An examination of retention and its relationship to emotional intelligence has been reviewed. A recurring theme in this review was that emotional intelligence assessment may provide new strategies to help student retention. Participants’ emotional intelligence levels were measured by the Mayer, Salovey, Caruso Emotional Intelligence Test V2.0. The FreezeFrame® emotion-management tool was used to provide participants with training to regulate or bring their emotions more under their conscious control. It was anticipated this training would be reflected in a higher retention rate.