Noncognitive predictors of achievement in a general education course: A multi-institutional study. Paper presented at the Association for Institutional Research Annual Forum

This study investigated the efficacy of noncognitive variables for predicting college student achievement in an introductory psychology course. The sample included 102 new first-year students at a private urban university and 233 new first-year students at a rural public university. Data were collected on self-ratings of overall academic ability, drive to achieve, mathematical ability, self-confidence in intellectual ability, expectations of making at least a "B " average in college, expectations of graduating with honors, American College Test (ACT) composite scores, the number of years of high school mathematics completed, and the course grade. The study found that professional behavior: rational use of knowledge; personal directed interaction with people; operationally obtaining some results; and fulfilling conditions by provision with means. This self-confidence i