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Exploring The Use Of Non-Cognitive Factors In Predicting College Academic Outcomes, Ashley D. Cooper
Exploring The Use Of Non-Cognitive Factors In Predicting College Academic Outcomes, Ashley D. Cooper
Masters Theses and Doctoral Dissertations
The present study evaluated the incremental utility of a blended model of cognitive and non-cognitive variables versus a cognitive-only set of variables to predict academic success among new college students. Traditional cognitive predictors include high school grade point average and ACT scores. The non-cognitive factors of interest were grit, goal orientation, and academic self-efficacy. It was hypothesized that the blended model would demonstrate stronger predictive validity than cognitive predictors alone, grit would be associated with goal orientations and academic self-efficacy, and that academic self-efficacy would mediate the relationship between other non-cognitive predictors and academic success outcomes. The results from archival …