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Background Engineering programs have high attrition rates, and once in college, students are unlikely to migrate to engineering from other majors. Factors that influence retention must be assessed. Purpose This study investigated the relationships of aptitude and personality traits in predicting retention for persisting students, those leaving in good standing, and those leaving in poor standing. Design/Method Participants were entering first‐year students from 2007 to 2010. Aptitude was assessed by the Assessment and LEarning in Knowledge Spaces (ALEKS) placement test as a measure of calculus readiness, Scholastic Aptitude Tests (math and verbal), and high school grade point average (GPA). Personality traits were assessed by the NEO Five‐Factor Inventory and a measure of locus of control. A multinomial logistic regression was performed with students who persisted as the reference group. Results Significant aptitude predictors for retention were high school GPA, SAT math, and ALEKS scores. Conscientiousness was the only significant personality factor. Conclusion Math skills, especially calculus readiness, were strong predictors of retention. High school academic performance and Conscientiousness were also significant predictors. Application of these findings includes helping students with deficiencies, especially in calculus readiness, as well as fostering an environment that encourages conscientious academic behaviors.

On the basis of J. G. Borkowski, L. K. Chan, and N. Muthukrishna's model of academic success (2000), the present authors hypothesized that freshman retention in an engineering program would be related to not only basic aptitude but also affective factors. Participants were 129 college freshmen with engineering as their stated major. Aptitude was measured by SAT verbal and math scores, high school grade-point average (GPA), and an assessment of calculus readiness. Affective factors were assessed by the NEO-Five Factor Inventory (FFI; P. I. Costa & R. R. McCrae, 2007), and the Nowicki-Duke Locus of Control (LOC) scale (S. Nowicki & M. Duke, 1974). A binary logistic regression analysis found that calculus readiness and high school GPA were predictive of retention. Scores on the Neuroticism and Openness subscales from the NEO-FFI and LOC were correlated with retention status, but Openness was the only affective factor with a significant unique effect in the binary logistic regression. Results of the study lend modest support to Borkowski's model.