Noncognitive and Psychosocial Predictors of Academic Achievement in African American College Students

• In Event: Improving Students' Learning, Achievement, Critical Thinking, and Participation in the Real World

Abstract

This research examines the predictors of academic achievement in African American college students; precisely, focusing on non-cognitive and psycho-social factors (e.g., outcome expectations, self-efficacy for self-regulated learning, self-efficacy for academic achievement, student-faculty interaction and perceived faculty support) in relation to HBCU students' academic self-concepts, academic achievement, and educational attainment. The major aims were to assess associations between students' academic self-concepts and psychosocial factors, correlations between non-cognitive factors examined and self-reported academic achievement, which non-cognitive factors prove to be more influential in the variance of students' academic self-concepts, when considering participants' academic self-concepts, which of the non-cognitive factors assessed serve as predictors of academic achievement reported, and when considering the variables of interest, which serve as predictors of educational attainment.

Authors

• Rochelle Parrish, Florida Agricultural and Mechanical University

• Novell E. Tani, Florida A&M University