The Promise of Noncognitive Factors for Underrepresented College Students

2020 ◽  
pp. 152102512093511
Author(s):  
Patrick Akos ◽  
Jeffrey A. Greene ◽  
Eric Fotheringham ◽  
Samantha Raynor ◽  
Junius Gonzales ◽  
...  
Keyword(s):  
Academic Success ◽  
Black Colleges ◽  
Growth Mindset ◽  
First Year ◽  
Initial Growth ◽  
Validity And Reliability ◽  
Credit Hours ◽  
American Students ◽  
Predict Academic Success ◽  
Noncognitive Factors

We use confirmatory factor analysis (CFA) to test the validity and reliability of three non-cognitive factors—resilience, grit, and growth mindset—as well as to examine whether those factors predict academic success for a sample of students primarily represented by first-year African American students at three Historically Black Colleges and Universities (HBCUs) and one Minority Serving Institution (MSI). The findings indicate that initial growth mindset and grit scores predicted GPA, whereas changes in resilience over the academic year predicted the number of credit hours taken at the end of the first year. Results add to the ongoing debate about the credibility and utility of noncognitive factors for fostering success.

Noncognitive Factors and College Student Success

2016 ◽  
Vol 20 (3) ◽  
pp. 308-327 ◽  
Author(s):  
Susan P. Farruggia ◽  
Cheon-woo Han ◽  
Lakeshia Watson ◽  
Thomas P. Moss ◽  
Bette L. Bottoms
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Learning Strategies ◽  
Time Management ◽  
Structural Model ◽  
Ethnically Diverse ◽  
First Year ◽  
First Year Students ◽  
Academic Behaviors ◽  
Noncognitive Factors

Farrington and colleagues developed a model that contends that academic mindsets, academic perseverance, learning strategies, social skills, and academic behaviors affect academic success. This study tests a modified version of this model with first-year students ( n = 1,603) at a large, ethnically diverse, urban university. The hypothesized structural model had acceptable fit, with minor modifications. The direct effect on academic performance of academic mindset was strong, of academic perseverance was modest, and of time management was nonsignificant. Only participants’ academic performance had a strong positive effect on retention. Few differences by ethnicity were found. As mindsets are amenable to change, with intervention programs showing promising effects, students with low scores should be targeted to receive support early in their college careers so they may succeed in college.

scholarly journals Predictive Value of Veterinary Student Application Data for Class Rank at End of Year 1

2020 ◽  
Vol 7 (3) ◽  
pp. 120
Author(s):  
Steven D. Holladay ◽  
Robert M. Gogal ◽  
Parkerson C. Moore ◽  
R. Cary Tuckfield ◽  
Brandy A. Burgess ◽  
...  
Keyword(s):  
Academic Success ◽  
First Year ◽  
Graduate Record Examination ◽  
Veterinary Students ◽  
Grade Point ◽  
Class Rank ◽  
Credit Hours ◽  
Science Courses ◽  
University Of Georgia ◽  
The University

Student applications for admission to the University of Georgia College of Veterinary Medicine include the following information: undergraduate grade point average (GPA), GPA in science courses (GPAScience), GPA for the last 45 credit hours (GPALast45hrs), results for the Graduate Record Examination Quantitative and Verbal Reasoning Measures (GRE-QV), results for the GRE Analytical Writing Measure (GRE-AW), and grades received for 10 required prerequisite courses. In addition, three faculty members independently review and score subjective information in applicants’ files (FileScore). The admissions committee determines a composite Admission Score (AdmScore), which is based on GPA, GPAScience, GPALast45hrs, GRE-QV, GRE-AW, and the FileScore. The AdmScore is generally perceived to be a good predictor of class rank at the end of year 1 (CREY1). However, this has not been verified, nor has it been determined which components of the AdmScore have the strongest correlation with CREY1. The present study therefore compared each component of the AdmScore for correlation with CREY1, for the three classes admitted in 2015, 2016 and 2017 (Class15, Class16, Class17). Results suggest that only a few components of the application file are needed to make strong predictive statements about the academic success of veterinary students during the first year of the curriculum.

The Application of American Models to the Experiences and Outcomes of Canadian and International Students Studying in Canada

2005 ◽  
Vol 11 (1) ◽  
pp. 71-97 ◽  
Author(s):  
J. Paul Grayson
Keyword(s):  
Academic Achievement ◽  
International Students ◽  
Pilot Study ◽  
Student Outcomes ◽  
First Year ◽  
Program Satisfaction ◽  
Canadian Universities ◽  
General Utility ◽  
American Students ◽  
The Us

In order to test the general utility of models developed in the US for explaining university outcomes of Canadian and international students, a three year study is currently underway at four Canadian universities. As a first step in this research, a pilot study with two objectives was conducted at York University in Toronto. The first objective is to compare the experiences and outcomes of domestic and international students in their first year of study. The second objective is to test the applicability of a parsimonious general model of student outcomes derived from examinations of American students to Canadian and international students studying in Canada. The specific outcomes examined are academic achievement, credit completion, and program satisfaction in the first year of study.

Correlations among Executive Function Scales and Positive Psychological Attributes in College Students

2007 ◽  
Vol 100 (1) ◽  
pp. 24-26 ◽  
Author(s):  
William M. Miley ◽  
Marcello Spinella
Keyword(s):  
College Students ◽  
Executive Function ◽  
Academic Success ◽  
Positive Psychology ◽  
Strategic Planning ◽  
Psychological Attributes ◽  
Predict Academic Success

Scores on executive function scales were correlated with scores on attributes of positive psychology. Values were positive among gratitude, satisfaction, and the executive function scales of motivational drive, empathy, and strategic planning. If replicated and extended, such data may predict academic success in college students as in 13- to 14-yr.-olds.

Sign in / Sign up

Export Citation Format

Share Document