Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, Darshon; Martens, Heather; Baldwin, Amy; Bruick, Thomas; Simon, Joan |
|---|---|
| Titel | Additive Predictive Power of Non-Cognitive Factors on the Academic Performance of Special Admission Students |
| Quelle | In: Journal of The First-Year Experience & Students in Transition, 32 (2020) 1, S.59-77 (19 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1542-3077 |
| Schlagwörter | Academic Achievement; Performance Factors; Selective Admission; Student Adjustment; Predictor Variables; Grade Point Average; College Credits; College Freshmen; Time Management; At Risk Students; Student Characteristics; Scores; College Entrance Examinations; Student Behavior; College Readiness; High School Students; Self Management; ACT Assessment Schulleistung; Leistungsindikator; Bildungsselektion; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Prädiktor; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Studienanfänger; Zeitmanagement; Aufnahmeprüfung; Student behaviour; Schülerverhalten; High school; High schools; Oberschule; Selbstmanagement; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung |
| 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 non-cognitive 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. (As Provided). |
| Anmerkungen | National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://sc.edu/fye/journal/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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