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Additive Predictive Power of Non-Cognitive Factors on the Academic Performance of Special Admission Students

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Successful first-year college experiences require transitioning from comfortable high school habits to new, and sometimes difficult, college standards. Academically underprepared students bear an additional transitional burden during this time; they must successfully complete remedial courses before they can move into major coursework. Many of these students fail to complete this additional transition. Therefore, there is a need to better understand predictors of their academic performance to help them overcome transition. This study examined the effect of demographic, cognitive, and non- cognitive variables as predictors of the fall and spring semester GPAs and credit hours earned among a sample of 510 specially admitted first-year college students. Findings indicated that non-cognitive predictors of academic behavior, time management, and academic integration improved the prediction of academic performance at different points of the academic year. Implications for research and practice are discussed.
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Document Type: Research Article

Publication date: March 1, 2020

More about this publication?
  • The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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