Effects of High School Students' Noncognitive Factors on Their Success at College

Autor/inn/en	Han, Cheon-woo; Farruggia, Susan P.; Solomon, Bonnie J.
Titel	Effects of High School Students' Noncognitive Factors on Their Success at College
Quelle	In: Studies in Higher Education, 47 (2022) 3, S.572-586 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Han, Cheon-woo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1770715
Schlagwörter	High School Students; Student Characteristics; Predictor Variables; College Students; Success; Self Efficacy; Student Motivation; Student School Relationship; Goal Orientation; Academic Persistence; Performance; Grade Point Average; Advanced Placement Programs; College Entrance Examinations; College Credits; ACT Assessment + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Collegestudent; Erfolg; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Schüler-Lehrer-Beziehung; Zielorientierung; Zielvorstellung; Achievement; Leistung; Aufnahmeprüfung; College; Colleges; Performance; Anrechnung; Hochschule; Fachhochschule; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	High school students' academic preparation (e.g. high school GPA, ACT composite score, AP credits earned) predicts and helps explain their academic performance at college. However, the effects of noncognitive factors on college success is less clear. This study examined the effects of adding high school students' (N = 2279) self-efficacy, motivation, sense of belonging and academic goal engagement to academic preparation, on academic success in college using structural equation modeling. Two models were compared: the basic model which included only academic preparation and the enhanced model which included both academic preparation and noncognitive factors. Results indicated that the enhanced model that included noncognitive factors provided a stronger explanation for college students' success. Further, academic goal engagement was more closely associated with performance whereas belonging was more closely associated with retention. The results of the current study have important implications for college administrators and future research. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11