This study examined cognitive, academic, and attitudinal predictors of college grade point average (GPA) among college students with learning disabilities (LD). The study population included 84 youth who attended a large private university in the midwestern United States. Measures of cognitive and academic functioning, along with a self-report measure of study habits and study attitudes, were u...

Minority populations are underrepresented in fields of science, perhaps limiting scientific perspectives. Informed by recent studies using Social Cognitive Career Theory, this study examined whether three conceptual constructs: self-efficacy, perceived adult support, and perceptions of barriers, as well as several discrete and immutable variables, were associated with intent to pursue college s...

The purpose of this study was to assess the merit of the Watson -Glaser Critical Thinking Appraisal as a pre-admission criterion in conjunction with the frequently utilized admission criteria of the college prerequisite grade point average and the National League of Nursing preadmission test. Data were collected from 192 first-year nursing students. A discriminant analysis was computed to deter...

This study examined students’ grade expectations over the course of a semester. Students provided their expectations at 3 times: within the first week of the semester, midway through the semester, and within the week just prior to the final exam. Results demonstrate that expected grades decreased over the semester and that the rate of change interacted with students’ cumulative grade point aver...

At ABC College, excessive grade innation has hindered the administration's eeorts to identify the most talented students and to rank the students in a reasonable way. We construct a method for more accurately evaluating student ability that adjusts a student's grade based on whether the professor assigning the grade tends to be unusually harsh or lenient. Since we have no real data, we construc...

College admissions tests predict college performance well, particularly first year grade point average (GPA; Kuncel, Hezlett, & Ones, 2001, 2004). However, noncognitive measures may add to the incremental validity of cognitive measures in that they will assess a broader range of college performance dimensions and reduce racial subgroup differences in performance. Beyond predicting first year GP...

Most American children expect to attend college but because they do not necessarily spend much time on schoolwork, they may fail to reach their imagined "college-bound" future self. The proposed identity-based motivation model helps explain why this gap occurs: Imagined "college-bound" identities cue school-focused behavior if they are salient and feel relevant to current choice options, not ot...