College Students Speak Success

This qualitative study used a phenomenological approach to explore college students’ perceptions of noncognitive variables leading to academic success. Twenty-nine public university undergraduate students in their sophomore year or higher were asked to complete a questionnaire asking for their reflections on what leads to college academic success. A controversial issue described in the literature was brought to life during subsequent interviews with select individuals. Achievement and intelligence tests might be an unnecessary barrier for students striving to go to college. An argument was made that intelligence, and intelligence-based testing (i.e., SAT/ACT), was not a major prognosticator of college success.