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…

Designing university counseling services around variables that correlate with school success and help-seeking behavior might allow for better use of counseling resources. This study investigated whether noncognitive variables identified as being related to student success were predictive of whether black students and white students would seek help…

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)

To supplement previous reliability and validity studies concerning the Noncognitive Questionnaire (NCQ), new NCQ items were written and assessed in relation to the original eight NCQ scales. The NCQ measures eight non-traditional or non-cognitive variables that relate to minority student retention--positive self-concept, realistic self-appraisal,…

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…

Random samples of 1979 and 1980 entering freshmen were given the Non-Cognitive Questionnaire (NCQ), designed to assess seven noncognitive dimensions associated with minority student academic success. The predictive validity of the NCQ for each race was determined with respect to cumulative grade point average (GPA) and persistence at several time…