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Noncognitive variables predicting ac...

Stretch, Loriann Sykes.

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Noncognitive variables predicting academic success and persistence for African-American freshmen attending historically Black colleges and universities versus African-American freshmen attending predominantly White institutions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Noncognitive variables predicting academic success and persistence for African-American freshmen attending historically Black colleges and universities versus African-American freshmen attending predominantly White institutions./
作者:	Stretch, Loriann Sykes.
面頁冊數:	112 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0099.
Contained By:	Dissertation Abstracts International66-01A.
標題:	Education, Guidance and Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3162473
ISBN:	9780496961801

Noncognitive variables predicting academic success and persistence for African-American freshmen attending historically Black colleges and universities versus African-American freshmen attending predominantly White institutions.
Stretch, Loriann Sykes.

Noncognitive variables predicting academic success and persistence for African-American freshmen attending historically Black colleges and universities versus African-American freshmen attending predominantly White institutions. - 112 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0099.

Thesis (Ph.D.)--North Carolina State University, 2005.

Limited research is available when attempting to determine what, if any, differences exist in predicting academic success and persistence for African-American students attending a historically Black college or university (HBCU) versus a predominantly White institution (PWI). Tracey and Sedlacek's (1984) noncognitive variables have accurately predicted academic success and persistence for African-American students. However, in this study, the majority of the noncognitive variables as measured by the NCQ did not differ significantly between the PWI ( n = 58) and the HBCU (n = 538). The interaction term of Positive Self-Concept and institution type did differ for academic success and was significant for African-American students at the PWI. Similarly, Knowledge Acquired in a Field and Successful Leadership Positions differed for college persistence between the two institution types and was significant for African-American students at the PWI. Although the majority of noncognitive variables did not assist in determining the second semester GPA or enrollment status of African-American students at either a PWI or a HBCU, past research has clearly demonstrated that the significance of noncognitive variables differs from semester to semester. Therefore, a more comprehensive longitudinal study examining multiple PWIs and HBCUs is needed to fully understand what, if any, differences there are in the way noncognitive or psychosocial variables predict academic success and persistence at a PWI versus a HBCU.

ISBN: 9780496961801Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

Noncognitive variables predicting academic success and persistence for African-American freshmen attending historically Black colleges and universities versus African-American freshmen attending predominantly White institutions.
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