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The Influence Of Selected Noncognitive Variables On The Academic Success Of Urban Black High School Males In An Enrichment Pre-College Program, Leon Rouson
Theses and Dissertations in Urban Services - Urban Education
The thrust of this study was to examine the influence of selected noncognitive variables on the academic success of urban Black high school males in an enrichment Pre-College Program. The major research question was: Which of the selected noncognitive variables are most useful in predicting academic success for urban Black high school males?
This study reinvestigated Sedlacek and Brooks' (1976) proposed set of seven noncognitive variables related to academic success: (a) self-concept; (b) realistic self-appraisal; (c) understanding of and ability to deal with racism; (d) preference for long-term goals over more immediate, short-term needs; (e) availability of a strong support …
Identification Of Noncognitive Factors As Predictors Of Freshman Academic Performance And Retention In A Community College Setting, Mark Fallon Freeze
Identification Of Noncognitive Factors As Predictors Of Freshman Academic Performance And Retention In A Community College Setting, Mark Fallon Freeze
Theses and Dissertations in Urban Services - Urban Education
This study identified noncognitive factors (via the use of discriminant analysis) that impact freshmen academic performance and retention in a community college setting. The study used a modified version of the Freshman Survey, that had been validated for use at an urban four-year institution, to determine the predictive validity of the instrument for use with first semester freshmen in a two-year college setting. Existing research suggests that cognitive factors can, at most, explain 10 to 20 percent of the variance in student retention and academic performance. The remainder (approximately 80 percent) of the variance in student academic performance and …