Enrollment in dual credit classes has increased over the last 10 years benefiting K-20 education and high school students in providing an opportunity to obtain college credits and increasing postsecondary education enrollment. The purpose of this study was to investigate the predictors of achievement through the lens of Social Cognitive Theory by…

Universities have long used standardized American College Tests (ACT), Scholastic Aptitude Tests (SAT), and high school Grade Point Averages (HS GPA) for academic admission requirements. The current study of 127 minority college students in a Historically Black University in South Texas assesses an alternative measure, the Non-Cognitive…

Utilized a set of noncognitive variables, as measured by the Noncognitive Questionnaire (NCQ), to predict the grade point average (GPA) and retention of specially admitted college students. Results indicated the NCQ can predict the GPA and retention status of these students. Successful leadership and positive self-concept were the most useful…

As community colleges have more applicants, more programs have turned to selective admissions. Additionally, good postmatriculation advising requires more useful assessments than have been possible employing such measures as prior grade-point average (GPA). A variety of problems have been identified in relying on GPA. A series of noncognitive…

Explores academic performance of Caucasian and African-American college freshmen (N=2,600) in a Southeastern public research university. Four cognitive and 30 psychosocial and demographic variables were used to predict the students' GPA and retention. Findings reveal cognitive and psychosocial variables for predicting student success. (Author/MKA)