%0 Thesis %1 washington_study_1996 %A Washington, Charles M. %C Columbia, SC %D 1996 %K BLACK EDUCATION, Higher, INTERCULTURAL STUDIES, %T A study of early academic performance, attrition, and retention as related to selected cognitive, noncognitive, and adjustment variables for African-American college students attending a private, open admission, historically black institution %X The purpose of this study was to examine the efficacy of selected cognitive, noncognitive, and adjustment variables to predict early academic performance, early academic success and early attrition for African American students who attended an open admission, historically black, private institution. To what extent and in what combination these variables were salient was determined for the sample, male and female students. The study was also designed to explore components of Tinto's (1975) theoretical model of student attrition for at-risk students. Students at Bethel College classified as true first year freshman for the 1995-1996 academic year and who completed usable copies of a modified version of the NonCognitive Questionnaire (NCQ-BC) by Tracey & Sedlacek (1984) and the Student Adaptation to College Questionnaire (SACQ) by Barker and Siryk (1989) were the sample for this study. Data were collected for 442 students in which 229 (51.8 percent) were males and 213 (48.2 percent) were females. Data were collected from students during freshman orientation, and from the Office of Enrollment management at Bethel College throughout the 1995-1996 academic school year. General descriptive statistics, multiple stepwise regression, and stepwise logistic regression were performed on these data in accord with previous retention studies (Carmichael, Burke, Hunter, Dedre & Sevenair, 1986; Tracey & Sedlacek, 1984; Hood, 1992; Pickering, Calliotte & McAuliffe, 1992; Boyer & Sedlacek, 1988; House, 1994). Low coefficient alpha's were found for seven of the noncognitive variables used in this study, hence analyses were limited to the lone noncognitive variable, cognitive and adjustment/integration variables. The results of this study were found to be consistent with previous studies of African American students in favor of selected cognitive, noncognitive and adjustment/integration variables to predict early students outcomes for at-risk students. Results of this study for the entire sample population were supportive of Tinto's social integration, and academic integration. Cognitive variables were found salient to predict students at-risk prior to the first semester of college, and personal emotional adjustment was found salient for all students. Differences by gender such as high school rank and attachment to the college were salient to predict academic success for male students. Academic adjustment was the only significant variable to predict academic success for female students. None of the variables in this study were found to be significant to predict enrollment for male students. Social adjustment was found to be significant to predict enrollment for female students. Social adjustment in concert with high school grades were significant to predict early enrollment for the entire sample population. These findings suggest the difficulty of predicting student outcomes for African American males. The results of this study were found to be helpful, however, to identify and to assist students at-risk prior to college and within the first eight weeks of classes. Recommendations to improve upon the model found in this study are offered.

@phdthesis{washington_study_1996, abstract = {The purpose of this study was to examine the efficacy of selected cognitive, noncognitive, and adjustment variables to predict early academic performance, early academic success and early attrition for African American students who attended an open admission, historically black, private institution. To what extent and in what combination these variables were salient was determined for the sample, male and female students. The study was also designed to explore components of Tinto's (1975) theoretical model of student attrition for at-risk students. Students at Bethel College classified as true first year freshman for the 1995-1996 academic year and who completed usable copies of a modified version of the NonCognitive Questionnaire (NCQ-BC) by Tracey \& Sedlacek (1984) and the Student Adaptation to College Questionnaire (SACQ) by Barker and Siryk (1989) were the sample for this study. Data were collected for 442 students in which 229 (51.8 percent) were males and 213 (48.2 percent) were females. Data were collected from students during freshman orientation, and from the Office of Enrollment management at Bethel College throughout the 1995-1996 academic school year. General descriptive statistics, multiple stepwise regression, and stepwise logistic regression were performed on these data in accord with previous retention studies (Carmichael, Burke, Hunter, Dedre \& Sevenair, 1986; Tracey \& Sedlacek, 1984; Hood, 1992; Pickering, Calliotte \& McAuliffe, 1992; Boyer \& Sedlacek, 1988; House, 1994). Low coefficient alpha's were found for seven of the noncognitive variables used in this study, hence analyses were limited to the lone noncognitive variable, cognitive and adjustment/integration variables. The results of this study were found to be consistent with previous studies of African American students in favor of selected cognitive, noncognitive and adjustment/integration variables to predict early students outcomes for at-risk students. Results of this study for the entire sample population were supportive of Tinto's social integration, and academic integration. Cognitive variables were found salient to predict students at-risk prior to the first semester of college, and personal emotional adjustment was found salient for all students. Differences by gender such as high school rank and attachment to the college were salient to predict academic success for male students. Academic adjustment was the only significant variable to predict academic success for female students. None of the variables in this study were found to be significant to predict enrollment for male students. Social adjustment was found to be significant to predict enrollment for female students. Social adjustment in concert with high school grades were significant to predict early enrollment for the entire sample population. These findings suggest the difficulty of predicting student outcomes for African American males. The results of this study were found to be helpful, however, to identify and to assist students at-risk prior to college and within the first eight weeks of classes. Recommendations to improve upon the model found in this study are offered.}, added-at = {2018-06-19T15:18:45.000+0200}, address = {Columbia, SC}, author = {Washington, Charles M.}, biburl = {https://www.bibsonomy.org/bibtex/21a52472351fe664d2df9af7091ba4580/prophe}, interhash = {828678d89f3379faddbf6ce5c79d6ec2}, intrahash = {1a52472351fe664d2df9af7091ba4580}, keywords = {BLACK EDUCATION, Higher, INTERCULTURAL STUDIES,}, school = {University of South Carolina}, shorttitle = {A study of early academic performance, attrition, and retention as related to selected cognitive, noncognitive, and adjustment variables for {African}-{American} college students attending a private, open admission, historically black institution}, timestamp = {2018-06-19T15:18:45.000+0200}, title = {A study of early academic performance, attrition, and retention as related to selected cognitive, noncognitive, and adjustment variables for {African}-{American} college students attending a private, open admission, historically black institution}, type = {Doctoral {Dissertation}}, year = 1996 }