The Promise of Noncognitive Factors for Underrepresented College Students

被引:6
作者
Akos, Patrick [1 ]
Greene, Jeffrey A. [1 ]
Fotheringham, Eric [2 ]
Raynor, Samantha [3 ]
Gonzales, Junius [4 ]
Godwin, Jeremy [1 ]
机构
[1] Univ North Carolina Chapel Hill, Sch Educ, Box 3500 SOE, Chapel Hill, NC 27599 USA
[2] Univ North Carolina Syst, Sch Educ, Chapel Hill, NC USA
[3] Univ North Carolina Greensboro, Sch Educ, Greensboro, NC USA
[4] New York Inst Technol, Sch Educ, Old Westbury, NY 11568 USA
基金
中国国家自然科学基金;
关键词
first year students; non cognitive; student success; underrepresented; AFRICAN-AMERICAN STUDENTS; ACADEMIC-ACHIEVEMENT; BLACK-COLLEGE; GRIT; STEREOTYPE; SUCCESS; RESILIENCE; ENGAGEMENT; PREDICTOR; EDUCATION;
D O I
10.1177/1521025120935111
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
We use confirmatory factor analysis (CFA) to test the validity and reliability of three non-cognitive factors-resilience, grit, and growth mindset-as well as to examine whether those factors predict academic success for a sample of students primarily represented by first-year African American students at three Historically Black Colleges and Universities (HBCUs) and one Minority Serving Institution (MSI). The findings indicate that initial growth mindset and grit scores predicted GPA, whereas changes in resilience over the academic year predicted the number of credit hours taken at the end of the first year. Results add to the ongoing debate about the credibility and utility of noncognitive factors for fostering success.
引用
收藏
页码:575 / 602
页数:28
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