Employing Noncognitive Variables in Admitting and Advising Community College Students

Noonan, Brigid M.; Sedlacek, William E.; Veerasamy, Suthakaran

doi:10.1080/10668920590934170

Cited by 12 publications

(23 citation statements)

References 4 publications

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“…Hawai'i is committed to improve student readiness for college, career and community. Studies focusing on college student achievement conclude that noncognitive factors contribute to college success rates, and that college admissions procedures might do well to attend to such factors (Delaney, Harmon, & Ryan, 2013;Noonan, Sedlacek, & Veerasamy, 2005;Schmitt, 2012). Grade point averages in middle school, often incorporating the effects of noncognitive factors, are early indicators of performance in high school.…”

Section: Looking Forwardmentioning

confidence: 99%

Noncognitive Factors in an Elementary School-Wide Arts Integrated Model

Steele¹

2017

Journal for Learning through the Arts

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Section: Looking Forwardmentioning

confidence: 99%

Noncognitive Factors in an Elementary School-Wide Arts Integrated Model

Steele¹

2017

Journal for Learning through the Arts

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“…Also several studies [e.g. (Noonan et al 2005)] stated that the non-cognitive skills or personality traits should be taken into account.…”

Section: Introductionmentioning

confidence: 99%

Cognitive skills, personality traits and dropout in Dutch vocational education

Eegdeman

Meeter

Klaveren

2018

Empirical Res Voc Ed Train

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Designing effective educational programs to reduce dropout in higher and vocational education requires thorough understanding of the underlying mechanisms of study success. This study examines if first-year dropout is associated with cognitive ability and personality traits as measured by a formative entry test just before enrollment in Dutch vocational education. The results show that the formative entry test outcomes do not properly identify students at risk, the association between first-year dropout and, respectively, cognitive skills and personality traits is generally not significant. Consequently, and of importance for both students and vocational education institutes, students cannot be properly informed about whether their skills and personality traits match the required skills and personality traits of the program.

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“…Tracey and Sedlacek (1984, 1987 found positive self-concept positively correlated to grades in college for both black and white students. Positive self-concept was found to have a significant positive correlation with early college grades in a study of student-athletes (Sedlacek & Adams-Gaston, 1992) and community college health science students (Noonan et al, 2005). Fuertes and Sedlacek (1994) found a positive correlation between positive self-concept and cumulative GPA in each of the first three years of college in a study of Asian American university students.…”

Section: Empirical Support For the Ncqmentioning

confidence: 98%

“…Several researchers suggest using both traditional and noncognitive predictors of college success and persistence to account for a greater amount of variance in student behavior (Abbott, 1994;Mouw & Khanna, 1993;Noonan, Sedlacek, & Veerasamy, 2005;Robbins et al, 2004;Robbins, Allen, Casillas, Peterson, & Le, 2006). Mouw and Khanna (1993) commented "models using personal characteristics as predictors were too few and too sporadic to characterize" (p.…”

Section: Noncognitive Variablesmentioning

confidence: 99%

“…Researchers have employed the NCQ with nontraditional groups as defined by race (Arbona & Novy, 1990;Chung & Sedlacek, 1999;Fuertes & Sedlacek, 1994;Ting & Robinson, 1998;Ting, 2000;Tracey & Sedlacek, 1984, 1987, international students (Boyer & Sedlacek, 1988), at-risk students (Ting, 1997(Ting, ,1998White & Sedlacek, 1986), gender (Ancis & Sedlacek, 1997), studentathlete (Sedlacek & Adams-Gaston, 1992), and community college students (Noonan et al, 2005). Third, this theory is focused directly on student success as opposed to the impact of college on students.…”

Section: Noncognitive Variablesmentioning

confidence: 99%

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An integrated model of early community college student success

Keller¹

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The purpose of this study was to integrate traditional student success models with theories which focus on nontraditional students to create a model of early community college student success. The researcher sought to understand the pre-college behaviors, attitudes, and attributes, from both cognitive and noncognitive domains, which influence the success of first-time community college students enrolled in a developmental mathematics course. First-time community college students enrolled in Elementary Algebra (N=385) were surveyed on their educational goals, prior academic achievement, anticipated interactions during the first semester, and items from the Noncognitive Questionnaire (NCQ) (Sedlacek, 2004). Institutional data supplemented the survey variables as well as provided all dependent variables. Factor analyses were conducted to reduce the number of anticipatory variables. Descriptive statistics were reported for all dependent and independent variables. Both linear regression and logistic regression were utilized to examine the six research questions. Variables were entered into the regression equations in five blocks: demographics, college plans, prior mathematics achievement, anticipated experiences and interactions, and noncognitive variables. The model proved to be statistically significant in explaining each of the six dependent measures of student success. Moreover after controlling for the first four blocks of independent variables, six of the eight noncognitive variables reached statistical significance in its relationship to at least one dependent variable, with ACKNOWLEDGMENTS First I want to thank my wife and children for their patience over the last six years-Daddy's finally done writing his paper! Thanks, Mom and Dad, for your unending encouragement and tuition assistance. Suzy, thanks for listening and sharing your graduate school "war stories"-you really helped me through some of my most challenging days as a Ph.D. student. Thank you to all my Kirkwood colleagues for their support. A special thanks to Bill Lamb and Al Rowe for securing funding to offset the cost of printing my survey; Sherri Erkel, Leanne Harman, Stacia Holub, and Jodie Stoessel for typesetting, printing, and binding my survey; and Anton Bosma for scanning my surveys and responding to my steady stream of requests for institutional data. Thanks also go to Alan Henkin for introducing me to this program and to Paul Umbach for helping narrow and clarify my research interest and guiding me through the early stages of my dissertation proposal. A tremendous thanks to my advisor, Mike Paulsen, the most caring, nurturing advisor a student could hope for. Mike, your incredibly thorough and constructive comments combined with your genuine excitement about my work made completing this study a joyful experience. I also want to thank the other members of my dissertation committee-David Bills, Debora Liddell, Ernie Pascarella, and Vilia Tarvydasfor their assistance and guidance with this study. v

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Employing Noncognitive Variables in Admitting and Advising Community College Students

Cited by 12 publications

References 4 publications

Noncognitive Factors in an Elementary School-Wide Arts Integrated Model

Noncognitive Factors in an Elementary School-Wide Arts Integrated Model

Cognitive skills, personality traits and dropout in Dutch vocational education

An integrated model of early community college student success

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