UCLA

This study examined the relationship between factors of GEMM (grit, efficacy, mindset & motivation) and academic probation status removal as well as student perception of personal contributors to academic probation, tutorial interventions, and the effectiveness of a mandatory academic probation workshop at a large urban community college in Southern California. A mixed-method design was used. Survey data, as well as personal interview data, was collected. A total of 695 students out of 830 students who were placed on A1 probation status attended a mandatory workshop prior to the beginning of the Fall 2015 semester. Out of the 695 students, 194 completed their GEMM pre-survey correctly and were assessed to determine if factors of GEMM correlated with successful academic probation status removal. A total of 211 students expressed interest in participating in the review of GEMM tutorial interventions, with 31 students committing to participate in the intervention program, and only 13 completing. Academic self- efficacy was the only GEMM factor found to be predictive of academic probation status removal. Student perception of the online GEMM tutorial interventions was overwhelmingly positive with the majority of the students favoring the video content of personal student interviews. Participation and follow-through proved to be problematic for this study, and only 79 out of the 695 students on A1 academic probation returned to good standing by the following semester. Implications and recommendations for future research are contained within.