Intellectual and Psychosocial Predictors of Success in the College Transition: A Multi-Ethnic Study of Freshmen Students on a Predominantly White Campus
Sanders, Reliford Theopolis, Jr
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https://hdl.handle.net/2142/82229
Description
Title
Intellectual and Psychosocial Predictors of Success in the College Transition: A Multi-Ethnic Study of Freshmen Students on a Predominantly White Campus
Author(s)
Sanders, Reliford Theopolis, Jr
Issue Date
1997
Doctoral Committee Chair(s)
Mark Aber
Department of Study
Psychology
Discipline
Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Psychology, Developmental
Language
eng
Abstract
This study investigated the predictive utility of gender, standardized test scores, and non-cognitive predictors for academic success and psychological well-being for a racially and ethnically diverse sample of 449 college students. Stress and coping models offered a coherent conceptualization of how non-cognitive factors may operate. Cross-ethnic comparisons revealed both similarities and differences between African Americans, Latino, Asian and White students. Intercorrelations supported the notion that the non-cognitive factors operated as adaptive personal resources, but less as specific social and cultural resources. Multiple regression analyses supported the predictive value of standardized test scores and gender for academic success, but the non-cognitive measures were stronger predictors of psychological well-being. Additionally, exploratory factor analyses within the multi-ethnic sample revealed seven revised non-cognitive factors which may have greater utility for more culturally diverse student populations i.e., support, confidence, initiative, leadership, career efficacy, interracial efficacy, and planning). Limitations of the study were discussed with implications for both future research and professional practice.
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