Nonintellective Variables and Nontraditional College Students: A Domain-Based Investigation of Academic Achievement

Autor/inn/en	Warden, David N; Myers, Charlsie A.
Titel	Nonintellective Variables and Nontraditional College Students: A Domain-Based Investigation of Academic Achievement
Quelle	In: College Student Journal, 51 (2017) 3, S.380-390 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	Nontraditional Students; Student Characteristics; Academic Achievement; College Students; Online Surveys; Personality Traits; Student Motivation; Self Management; Grade Point Average; Correlation; Predictor Variables; Persistence; Cognitive Processes; Locus of Control; Self Efficacy; Rural Schools; Learning Motivation; Measures (Individuals); Statistical Analysis; Need for Cognition Scale; Academic Motivation Scale + Suchen Sie Ihr Suchwort? Schulleistung; Collegestudent; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulische Motivation; Selbstmanagement; Korrelation; Prädiktor; Ausdauer; Cognitive process; Kognitiver Prozess; Self-efficacy; Selbstwirksamkeit; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Motivation for studies; Lernmotivation; Messdaten; Statistische Analyse
Abstract	The relationship between domain-specific nonintellective variables and academic achievement among nontraditional students was explored to address uninvestigated factors and clarify distinctions between nontraditional and traditional student achievement. College students (nontraditional n = 72, traditional n = 67) completed an online survey pertaining to personality, motivational, and self-regulatory variables. Among nontraditional students, motivation, self-efficacy, and need for cognition were most closely related to GPA. Across the three research domains, motivation variables were the strongest correlates of GPA for both student types. The variables investigated in this study were better predictors and stronger correlates of traditional student GPA than nontraditional student GPA. Future research into nontraditional student achievement should include consideration of a more nuanced definition of "nontraditional student" as well as further investigation into two research domains, learning strategies and psychosocial contextual influences, which may be more relevant to their academic careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01