Do Noncognitive Factors Predict Academic Achievement in Diverse College Freshmen?

• In Event: Academic Outcomes

Abstract

This research focused on potential relationships between non-cognitive factors that are commonly assumed to be associated with college students’ academic achievement. A diverse group of 717 college freshman completed four rating scales including (a) views of intelligence, (b) performance goal orientation, (c) intrinsic and extrinsic motivation, and (d) academic self-efficacy. We also explored potential differences among diverse groups of students including those who identified as Native, Asian, African American, Hispanic, and White not of Hispanic descent. Results indicated that high self-efficacy, a fixed view of intelligence (i.e., innate), and a desire to avoid looking foolish in front of others were positively associated with GPA and college credits accumulated with the exception of Native American students.

Authors

• M Jeanne Wilcox, Arizona State University

• Scott C. Marley, Arizona State University - Tempe

• Natalie Nailor, Arizona State University

• Wendy Miedel Barnard, Arizona State University