Author: Barbara BurnettPublisher:
ISBN:
Category : College students
Languages : en
Pages : 56
Book Description
Personality and Ability Variables as Predictors of Academic Success for Both High-risk and Regularly Admitted College Students
Author: Barbara BurnettPublisher:
ISBN:
Category : College students
Languages : en
Pages : 56
Book Description
Using Noncognitive Assessment to Predict Academic Success for At-risk Students
Author: Paul OrschelnPublisher:
ISBN:
Category : Electronic Dissertations
Languages : en
Pages : 85
Book Description
The purpose of this study was to determine if noncognitive variables, alone or in combination with standardized test score (ACT or SAT) and/or high school grade point average, can predict student success (first-semester grade point average, first to second year retention and five year graduation rate) for 154 academically at-risk college freshmen admitted into the Conditional Admissions Program (CAP) at the University of Central Missouri for the Fall 2007 semester. In this investigation, student success was defined as a first semester GPA of 2.0 or higher, retaining to the second year and graduating within a five year time frame. Through the six- question short answer-style Insight Resume, noncognitive attributes were evaluated based on each student's life experiences and what they learned from those experiences. Correlations were calculated measuring the relationship between the Insight Resume and the dependent variables. Findings revealed there were only slight correlations between Insight Resume score and earning a first semester GPA of 2.0 or greater, retaining from the first to the second year, and graduating in five years. In addition, logistic regression was used to measure the predictive value of the combination of the Insight Resume scores, HSGPA and composite ACT scores on predicting first semester GPA of 2.0 or higher, retention from year one to year two, or five year graduation rate. Results indicated that there was no indication any of the predictor variables significantly improved the ability to predict earning a first semester GPA of 2.0 or higher or whether a student would retain or graduate.
Academic Ability, Nonacademic Accomplishments and Ideational Productivity in High-risk and Regularly Admitted College Students
Author: Robert J. MengesAn Analysis of Certain Personality Factors and Academic Success in the State University College, Geneseo, New York
Author: Roy Edward McTarnaghanPublisher:
ISBN:
Category : Personality tests
Languages : en
Pages : 200
Book Description
Predictors of Undergraduate Academic Success
Author: Sheri L. Glick-CuenotPublisher:
ISBN:
Category : Achievement in education
Languages : en
Pages : 133
Book Description
This study attempted the answer to two primary questions: (a) Are strategic thinking skills possessed by college students prior to university matriculation related to their academic success in college, and (b) How does the predictive accuracy afforded by these skills compare to that from high school grade point average or standardized test scores? A non-experimental quantitative longitudinal research design was employed to conduct this analysis. Three cognitive skills associated with strategic thinking (reframing, reflection, and systems thinking) high school grade point average and standardized test scores served as predictor variables. Six contextual variables - age, gender, ethnicity, education of mother, education of father and academic discipline served as moderators of the relationship between the use of strategic thinking skills and student academic success. Predictor and moderator variable data were collected in the fall of 2009 from a random sample of 229 entering freshman in their first three weeks of university matriculation to mitigate the effect of their program of study and college experience on their thinking skills. The criterion variable - academic success - was measured by student college grade point average, time to degree and degree earned. Data on the criterion variable were collected during the summer of 2013 and fall 2014, from university archival sources, for academic years 2009-10, 2010-11, 2011-12, and 2012-13. Multiple regression and correlation analyses were used to test the hypotheses engendered by the research questions. This research found significant positive correlations among the use of strategic thinking skills and high school grade point average, college grade point average, time to degree and degree earned. College grade point average was the strongest predictor of time to degree and degree earned. These findings add a new dimension that colleges and universities may wish to consider in their admission decisions. The findings also suggest that curricula in K-12 education should be examined to be sure these skills - reframing, systems thinking, and reflecting are taught and learned. Thus, the findings will have theoretical and practical significance.
Journal of College Student Personnel
Author: Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
Book Description
An Investigation of Intellectual and Non-intellectual Variables as Predictors of Academic Success of High Risk College Freshmen at Southern Illinois University at Carbondale
Author: Harriet E. WilsonPublisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 68
Book Description
The Eighth Mental Measurements Yearbook
Author: Oscar Krisen BurosPublisher:
ISBN: 9780910674249
Category : Educational tests and measurements
Languages : en
Pages : 1198
Book Description
Personality Predictors of Academic Success in Underachieving First Year College Students
Author: Carolyn Wilson-GarrisonPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 206
Book Description