Download or read book Cognitive and Non cognitive Predictors of Academic Success for Conditionally Admitted Students at Indiana State University written by Jeffrey Tincher and published by . This book was released on 2005 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cognitive and Noncognitive Predictors of Academic Success in Older Returning Women Students written by Anne Newton Tipling and published by . This book was released on 1993 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Predictive Relationship of Pre enrollment Cognitive and Non cognitive Variables to Student Academic Success and Persistence During the First to Second Academic Year for First year Students Enrolled at a Christian Liberal Arts University written by Andy Denton and published by . This book was released on 2012 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year in the United States, nearly one million new students enroll at a four-year post-secondary institution. However, one third of these students do not enroll for their second year of college. Researchers and practitioners say that the period between the freshman and sophomore years is the most critical time regarding student retention and persistence. They have spent considerable time and energy producing studies and developing theories as to why students persist or leave an institution. Admission pressures and competition for students at colleges and universities are expected to continue to increase. Greater challenges to attract new students enhance the significance of developing methodologies to retain the students. Admissions offices are attempting to design predictive models that enable them to determine which students are most likely to experience academic success and persist. This study analyzed the predictive relationship of pre-enrollment cognitive and non-cognitive variables to student academic success and persistence during the first to second academic year for first-year students enrolled at a Christian liberal arts university in the Midwest. A quantitative approach was used to predict academic success and student persistence utilizing hierarchical multiple and logistic regression analyses to answer the research questions. The independent cognitive and non-cognitive variables resulted in a model which was a statistically significant predictor of both the dependent variables, first-year grade point average and second-year retention. The two strongest predictors of first-year grade point average were ACT score and high school grade point average. Results showed ACT score, high school grade point average, and having a parent or sibling as an alumnus of Evangel University were significant predictors of persistence.
Download or read book Noncognitive Attributes as a Measure for College Admission written by Amanda E. Craddock and published by . This book was released on 2021 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cognitive factors, such as standardized test scores and high school grade point average, have historically been used to predict college success. Many colleges and universities place great importance on these cognitive factors when making admissions decisions. However, enrollment leaders question the predictive validity of these factors due to recent studies advocating for the use of noncognitive assessments. The purpose of this study was to examine the role that noncognitive attributes have in predicting college student success and whether their predictive power is greater than that of standardized test scores and high school grade point average. This study employed a quantitative methodology using a correlational predictive research design. The study investigated the Student Strengths Inventory (SSI) assessment results on 1,104 first-year students at a mid-sized public regional comprehensive university in the southeast United States. The SSI results were analyzed to determine if the SSI noncognitive subscales (educational commitment, academic engagement, academic self-efficacy, resiliency, social comfort, and campus engagement) predict first-year grade point average and retention better than standardized test scores and high school grade point average. The study's findings showed that academic self-efficacy, academic engagement, resiliency, campus engagement, high school GPA, and SAT score were statistically significant in predicting first-year GPA. The study's second finding showed that the only significant predictor of retention was high school GPA. Implications of this study are to quantify the role that noncognitive attributes have in predicting student success and how higher education institutions might assess these variables as part of the admissions process.
Download or read book Predicting Students Academic Performance in College Using a New Non cognitive Measure written by Sui Huang and published by . This book was released on 2011 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: There have been voluminous studies upon the potential predictive power of students' non-cognitive attributes such as self-confidence, motivation and student's interaction with institutions on their collegiate performance. While much effort have been put towards identifying the utilities of these attributes, little endeavors have been made to design a concise yet precise composite measure of all the collegiate performance-related non-cognitive attributes. Such measure could be beneficial not just to the future research studies about non-cognitive correlates of students' academic performance in college; it could also be more than informative to the admission officials in higher institutions. The initial intent of this study was to develop an instrument to measure relevant non-cognitive drivers of students' academic performance in college. A Meta analysis was conducted to guide the selection of non-cognitive constructs to include in the proposed instrument. Academic self-efficacy and achievement motivation were the two constructs that were shown to be significantly correlated with students' academic performance in college across research studies. Considering the momentum that student engagement is acquiring in evaluating the quality of higher institutions and predicting students' success in college, the author also included student engagement as one of the constructs to measure. Items were created for each of the aforementioned constructs by reviewing, selecting and revising the existing measures. Face and content validity were established through expert reviews. A forty item initial survey were sent out electronically in two mid-west higher institutions. 497 responses from two Ohio higher institutions were collected. Reliability of the proposed instrument was initially established based on Cronbach's alpha. Classical Test Theory and Item Response Theory as well as Exploratory Factor Analysis were conducted in the refinement of the instrument. Confirmatory Factor Analysis was utilized to validate the construct validity of the final survey, which was consist of the 20 selected items from the initial survey. A structural equation exploration was conducted after establishing the reliability and validity of the proposed survey with the intent of studying the added values of non-cognitive attributes on students' cumulative GPA in college after controlling for the influence of their prior success, which was measured by their high school GPA and SAT scores. Two hypothesized models were tested and compared. Results indicated that students' non-cognitive constructs (i.e. Academic self-efficacy, achievement motivation and student engagement) have significant influence on students' cumulative GPA in college while not taking into account their prior academic success. However, when students' prior academic success was included as covariate in the model, most of the aforementioned non-cognitive attributes were no longer significant predictors of their academic performance in college, which in other words could be interpreted that the aforementioned students' non-cognitive constructs are, to some degree, proxies of their prior academic success, which ultimately influence their performance in college.
Download or read book Using Noncognitive Assessment to Predict Academic Success for At risk Students written by Paul Orscheln and published by . This book was released on 2012 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Cognitive and Noncognitive Measures as Predictors of Student Success at an Independent School written by Sharron J. Russell and published by . This book was released on 2016 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Relationships of Noncognitive Predictors and Academic Success written by Linde Murray and published by . This book was released on 2013 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Re examining the Influence of Non cognitive Person centered Factors on Academic Success written by Alexandra Pantze and published by . This book was released on 2017 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: This project expands upon a previous study examining the effectiveness of non-cognitive variables in predicting cumulative grade point average for a sample of college students from Missouri State University. A total of 291 introductory psychology students and/or recipients of a multicultural leadership scholarship completed a questionnaire during the fall 2013 semester. The questionnaire assessed the following variables: (a) institutional integration, (b) university environment, (c) cultural congruity, (d) dispositional resilience/ hardiness, (e) academic self-efficacy, (f) big five personality factors, and (g) demographic variables, including family education and household income. The current data collection included cumulative GPA at the completion of summer and fall semesters of 2016. Regression analyses were conducted to examine which predictors were related to cumulative GPA. Intellectual and academic development was the only significant predictor for both summer and fall 2016 GPA. Future research should examine the impact of these non-cognitive variables in educational institutions when attempting to increase student retention.
Download or read book The Development and Validation of an Inventory of Noncognitive Predictors of Academic Success written by Annie W. Ward and published by . This book was released on 1965 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Cognitive and Noncognitive Variables on Academic Achievement of Students Attending a Midwestern Community College written by Laurene L. Ziegler and published by . This book was released on 1985 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Non cognitive Variables as a Predictor of Academic Achievement Among Freshmen Sophomores and Juniors at Abilene Christian College written by Joseph J. Marshall and published by . This book was released on 1968 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Noncognitive Predictors written by Michelle Marie Saulters and published by . This book was released on 1989 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Traditional and Non traditional Predictors of Academic Success of Freshmen Student Ahtletes at Indiana University written by Cynthia A. Babington and published by . This book was released on 1996 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Noncognitive Predictors of Grades and Retention of Specially Admitted Students written by Timothy J. White and published by . This book was released on 1985 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Development of an Inventory of Noncognitive Predictors of Academic Success written by Annie W. Ward and published by . This book was released on 1958 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt:
