Research that examines the effects of noncognitive variables in the area of academic performance for Black American students is receiving increasing attention. There is growing awareness that academic performance is more than just a function of academic ability. Noncognitive variables have been found to relate to the academic performance of Black American students and are equally as important as the traditional cognitive variables of SAT scores and high school GPA. / The subjects for this research were comprised of one hundred and fifty-nine Black American students in a model teacher education preparation program, Teacher Education for America's Minorities. T.E.A.M. is a consortium of seven southeastern colleges and universities, funded by the Ford Foundation to increase the number of minority graduates out of teacher preparation programs and to institute curricular changes at the institutional level. Thirty-nine and eight tenths percent of the T.E.A.M. population are from historically black institutions and the other 60.2% are from predominantly white institutions representing 5 public universities and 2 private colleges. / Data collection included an SAT total score or a converted ACT composite score as the control variable and five of the eight noncognitive variables identified by Sedlacek & Brooks in 1976 in reviewing the noncognitive predictor studies for minorities. The five predictor variables were: positive self concept, realistic self appraisal, availability of a strong support person, understanding and dealing with racism, and knowledge acquired in a field. Cumulative grade point average, obtained from the last transcript available at the end of the study was used as the criterion variable. / A stepwise multiple regression analysis was used to test the first hypothesis of this study. A two group t-test with a Bonferroni adjustment for a possible family-wise error rate was used to test the second hypothesis. Both hypotheses were found to be significant for positive self concept. The results of this research were consistent with previous findings using the Noncognitive Questionnaire. This research found evidence to support the existing research on noncognitive variables and academic performance for Black American students. The relationship between the five selected noncognitive variables and academic performance was found to be statistically significant and a prediction equation was developed. These findings lend themselves to several future research implications using subsets of the original eight noncognitive factors identified by Sedlacek et al., (1976) for prediction and to explain how academic performance behavior is defined for Black American students. These findings may also be useful in advising for academic support services. (Abstract shortened by UMI.) / Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3814. / Major Professor: James P. Sampson, Jr. / Thesis (Ph.D.)--The Florida State University, 1994.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77307 |
| Contributors | Gardner, Adrienne A., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 112 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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