The Role of Non-cognitive Variables in Identifying Community College Students in Need of Targeted Supports

Examining the Relationship Between Psychosocial and Academic Outcomes in Higher Education: A Descriptive Analysis

“…Correlations among the BMSE constructs are also significant, and generally stronger than the correlations between the four psychosocial constructs and GPA, around .4 to .8, depending on the year and constructs. These correlations are somewhat stronger than some of the associations between psychosocial constructs documented in prior literature; for example, Fagioli et al (2020) find that academic self-efficacy and conscientiousness are correlated at about .59 and that academic self-efficacy and growth mindset are correlated at .33 among community college students. The correlations we find suggest not only that these four psychosocial outcomes are indeed related to students' postsecondary academic achievement but also that academic outcomes and BMSE represent distinct domains of student success.…”

Cognitive and Noncognitive Factors Influencing Nursing Students’ Academic Success: Structural Equation Model Analysis

“…Even though examination of noncognitive constructs has grown in relation to understanding students’ potential for success, definitions and measurements vary widely. Most instruments are constructed of self-reported measures and subsequently have inherent biases (Fagioli et al, 2020), with some research supporting significant but weak associations between noncognitive factors and student academic performance outcomes (Beattie et al, 2018).…”

The Complex Nature of Student Retention at America’s Community Colleges

“…Since the publication of Crisp and Mina’s summative review, scholars and researchers have examined a wide range of additional variables that influence student retention at community colleges. These include non-cognitive attributes, including self-efficacy and conscientiousness (Bowman et al, 2019; Elliott, 2016; Fagioli et al, 2020), mental health (Cadigan et al, 2022), the impact of financial aid on retention (and the complicated process of completing the FAFSA application) (Broton, 2019; Kelly & Goldrick-Rab, 2014), unmet financial need (Choitz & Reimherr, 2013), the strength and quality of relationships that develop between students and instructors in the classroom (Parnes et al, 2020; Tinto, 1997), the importance of understanding the needs of local communities and understanding that “students are shaped by a region’s culture and other defining traits” (Hlinka, 2017, p. 144), the impact of local labor markets on student decision-making about college (Reyes et al, 2019), precollege variables including primary language spoken at home, citizenship status, socioeconomic status, and degree expectations (Carales, 2020), the impact of Covid-19 (CCCSE, 2021; Sullivan & Tinberg, 2020), commuting to college (Dwyer, 2017; Simpson & Burnett, 2019), making campuses safe and welcoming for LGBTQIA+ students (Garvey, 2020), family support (Roksa & Kinsley, 2019), family finances and student debt (Goldrick-Rab, 2016; McKinney et al, 2015), basic needs insecurity (Goldrick-Rab & Cady, 2018; Goldrick-Rab et al, 2017; Gupton, 2017), state and federal divestment in higher education (Armstrong & Hamilton, 2013; Marginson, 2011; McMahon, 2009; Newfield, 2010, 2016), student support services on campus (Watson & Chen, 2019), dual enrollment (Grubb et al, 2017; Taylor, 2015; Tinberg & Nadeau, 2011), ethnicity, gender, and non-traditional student characteristics (Wladis et al, 2015, 2015), masculinities and identity conflicts (Rodriguez et al, 2021), math requirements (…”