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Prediction of College Graduation Using Noncognitive Variables by Race.
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Tracey, Terence J.; Sedlacek, William E. – Measurement and Evaluation in Counseling and Development, 1987
In 1979 and 1980, college freshmen (N=1766) completed the Noncognitive Questionnaire (NCQ). The validity of the NCQ in predicting graduation status after five and six years was assessed for Black and White students. Results indicated that the noncognitive dimensions measured by the NCQ were significantly related to graduation but the traditional…
Descriptors: Black Students, College Graduates, College Students, Higher Education
Noncognitive Variables in Predicting Academic Success by Race.
Tracey, Terence J.; Sedlacek, William E. – Measurement and Evaluation in Guidance, 1984
Examined the reliability, construct validity, and predictive validity of the Non-Cognitive Questionnaire (NCQ) for different racial groups, using a sample of 1,975 Black and White college students. Results showed the NCQ significantly predicted persistence for Black students and predicted grades for both groups. (JAC)
Descriptors: Academic Persistence, Black Students, College Students, Grade Prediction
Noncognitive Dimensions as Predictors of College Success among Black, Mexican-American, and White Students.
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Arbona, Consuelo; Novy, Diane M. – Journal of College Student Development, 1990
Examined validity of Standard Aptitude Test scores and Non-Cognitive Questionnaire (NCQ) in predicting grades and persistence for Black, Mexican-American, and White freshmen. Results revealed that noncognitive dimensions were not predictive of college grades or persistence for Black students, nor for persistence for Mexican-American students. NCQ…
Descriptors: Academic Persistence, Black Students, College Freshmen, Grades (Scholastic)
Prediction of College Graduation Using Noncognitive Variables by Race.
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Tracey, Terence J.; Sedlacek, William E. – 1986
Random samples of 1979 and 1980 entering freshmen were given the Non-Cognitive Questionnaire (NCQ), which was designed to assess noncognitive dimensions predicting minority student academic success. The validity of the NCQ in predicting graduation after five and six years was determined. The graduation rate was found to differ significantly for…
Descriptors: Academic Persistence, Black Students, Community Involvement, Discriminant Analysis