Psychological Factors Associated with Persistence in Beneficiaries of the Effective Support and Access to Higher Education Program

This work presents the results of a study of the relationship between certain personality traits (like responsibility and openness to experience), self-efficacy, and achievement motivation as psychological factors associated with persistence in 279 college students participating in the Effective Support and Access to Higher Education Program (PACE). A qualitative methodology was employed to propose a logistic regression model that led to the conclusion that responsibility, openness to experience, self-efficacy, and achievement motivation are predictors of student persistence. The results offer deeper insight into the personalities of these students, providing background for the psychological counseling they receive as part of the support and preparation in secondary education (PEM) stage of the program.