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National Resource Center for The First-Year Experience and Students in Transition

Publication Details

Additive Predictive Power of Non-Cognitive Factors on the Academic Performance of Special Admission Students


Author(s): Anderson, D., Martens, H., Baldwin, A., Bruick, T., & Simon, J.

Citation: Anderson, D., Martens, H., Baldwin, A., Bruick, T., & Simon, J. (2020). Additive Predictive Power of Non-Cognitive Factors on the Academic Performance of Special Admission Students. Journal of The First-Year Experience & Students in Transition, 32(1), 59-77.

 

Abstract

Successful first-year college experiences require transitioning from comfortable high school habits to new, and sometimes difficult, college standards. Academically underprepared students bear an additional transitional burden during this time; they must successfully complete remedial courses before they can move into major coursework. Many of these students fail to complete this additional transition. Therefore, there is a need to better understand predictors of their academic performance to help them overcome transition. This study examined the effect of demographic, cognitive, and noncognitive variables as predictors of the fall and spring semester GPAs and credit hours earned among a sample of 510 specially admitted first-year college students. Findings indicated that non-cognitive predictors of academic behavior, time management, and academic integration improved the prediction of academic performance at different points of the academic year. Implications for research and practice are discussed.

 

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