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ERIC Number: ED558843
Record Type: Non-Journal
Publication Date: 2013
Pages: 109
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-8938-5
Relationships of Noncognitive Predictors and Academic Success: A Study of Students at a Public Land-Grant Midwestern Institution
Murray, Linde
ProQuest LLC, Ed.D. Dissertation, University of South Dakota
While access to higher education has received a great deal of attention, the focus has more recently shifted to issues of student success. Student retention and degree completion have taken the forefront, and evidence indicates that the fastest growing occupations will require some level of postsecondary training. Without greater degree completion, the United States may face a shortage in qualified candidates for the workforce and may not reap the full benefits of an educated citizenry. Given the necessity of student success, this study investigated the role that noncognitive variables play in academic achievement and persistence at a postsecondary institution. The College Student Inventory (CSI), published by Noel-Levitz, was utilized as the instrument in this ex post facto study. The institution included in the current study is a public, land-grant, four-year residential university located in the Midwest. First-time, full-time students during the fall 2011 semester completed the CSI during move-in weekend. A total of 1,742 students completed the CSI. Data were collected from the institution's Student Information Services, and included cumulative grade point average, academic standing, and persistence to the following fall semester. CSI data and student success information were utilized in order to determine any relationships and the predictive ability of noncognitive variables. Multiple statistical analyses were utilized in order to investigate the current study's research questions. Statistical analyses utilized included Pearson's product-moment correlation, independent samples t tests, multiple regression, and discriminant analysis. The analyses indicated significant differences in noncognitive variables between students in good academic standing and those in poor academic standing. Considering only the selected CSI subscales, the subscales accounted for 20.3% of variance in grade point average. Of the 17 subscales, five stood out among the others and appeared to be especially salient for the population under study. These included Study Habits, the Desire to Finish College, Family Emotional Support, Sense of Financial Security, and Leadership (p < 0.001). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A